MODULE IN

FOUNDATION OF
SPECIAL AND
INCLUSIVE
EDUCATION
Content Outline Specific Objective of Special Education

 Definition of Special Education.  The development and maximation of learning

 Objectives of Special Education. competencies, as well as the inculcation of
 Philosophical foundations of Special Education. values to make the learners with special needs
 Prominent Personalities in the development of Special as useful and effective members of society.
Education. The Ultimate Goal of Special Education
 The integration or mainstreaming of learners
with special needs into the regular school
What is Special Education?
system and eventually into the community.
Special Education (also known as special-needs education,
Basic Philosophy of Special Education
aided education, exceptional education, special ed or SPED)is a
broad term that describes a wide variety of instructional  “Every child with special needs has a right to a
services that are based on a child’s individual needs.  Ideally, educational program that is suitable to his needs.”
this process involves the individually planned and  “Special education shares with regular education basic
systematically monitored arrangement of teaching procedures, responsibilities of the educational system to fulfill the
adapted equipment and materials, and accessible settings. right of the child to develop to his full potential.”
These interventions are designed to help individuals with
Prominent Personalities in the Development of Special
special needs achieve a higher level of personal self-
Education
sufficiency and success in school and in their community
which may not be available if the student were only given o Jean Marc Gaspard Itard - French physician noted
access to a typical classroom education. for his work with the deaf. From about 1800 he devoted
Objective of Special Education a great deal of his time and private fortune to
the education of deaf persons.
 To develop the maximum potential of the child o Thomas Hopkins Gallaudet- educational
with special needs to enable him to become philanthropist and founder of the first American school
self-reliant and shall be geared towards for the deaf. Established the American Asylum for
providing him with the opportunities for a full deaf-mutes.
and happy life. o Samuel Gridley Howe -American physician, educator,
and abolitionist as well as the founding director of the
 New-England Institution for the Education of the Blind Content Outline:
(later known as the Perkins School for the Blind) and
the Massachusetts School for Idiotic and Feeble-  Definition of Exceptionality
Minded Youth.  Categories of Exceptionality
-known particularly for his success in teaching the  The 13 legal Categories of Exceptionalities.
alphabet to Laura Bridgman, a student who was blind What is Exceptionality?
and deaf.
o Dorothea Dix- American educator, social reformer, and An individual or a child who has an exceptionality has
humanitarian whose devotion to the welfare of the some area of functioning in which he or she is significantly
mentally ill led to widespread reforms in the United different from an established norm. This definition includes
States and abroad. both students with disabilities and those with special gifts or
o G Stanley Hall psychologist who gave talents.
early impetus and direction to the development of  Learning disabilities
psychology in the United States. Frequently regarded as
 Developmental delays
the founder of child psychology and educational
 Emotional and behavioral disorders
psychology.
 Communication disorders
o Anne Sullivan Macy-American teacher of Helen
 Hearing disabilities
Keller, widely recognized for her achievement in
educating to a high level a person without sight,  Visual disabilities
hearing, or normal speech.  Physical disabilities
13 Legal Categories of Exceptionalities
1. Autism
Activity
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Intellectual Disability
Make a Slogan with the theme “Education for all” 6. Hearing Impairment
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other health Impairment
 10. Specific Learning Disabilities the degree that adversely affects a child’s educational
11. Speech or Language Impairment performance.
12. Traumatic Brain Injury  Inability to learn that cannot be
13. Visual Impairment explained.
 Inability to build or maintain satisfactory
1. AUTISM
interpersonal relationships with peers.
Always Unique Totally Interesting Sometimes  Inappropriate types of behavior.
Mysterious  A general pervasive mood of
unhappiness.
 A developmental disability significantly affecting  A tendency to develop physical
verbal and non-verbal communication and social symptoms or fears with personal or
interaction. school problems.
3 Primary Features: *schizophrenia
1. Restricted range of social interaction.
2. Impaired communication skills 5. HEARING IMPAIRMENT
3. Persistent pattern of stereotypical behaviors,
 An impairment in hearing, whether permanent or
interests, and activities.
fluctuating, that adversely affects a child’s educational
2. DEAF-BLINDNESS performance but that is not included under the
definition of deafness.
 A hearing and a visual impairment.
6. INTELLECTUAL DISABILITY
3. DEAFNESS
 A significantly sub-average general intellectual
 A hearing impairment that is so severe that the child is functioning, existing concurrently with deficits in
impaired in processing linguistic information through adaptive behavior and manifested during the
hearing; with or without amplification that adversely developmental period that adversely affects a child’s
affects a child’s educational performance. educational performance.
4. EMOTIONAL DISTURBANCES 7. MULTIPLE DISABILITIES
 A condition exhibiting one or more of the following  A concomitant impairment (such as mental retardation-
characteristics over a long period of time and to marked blindness, mental retardation- or orthopedic
impairment, etc.) the combination of which causes such
 severe educational needs that they cannot be 9. OTHER HEALTH IMPAIRMENTS
accommodated in special education solely for one of
 Having limited strength, vitality or alertness, including
the impairments.
a heightened alertness to environmental stimuli that
8. ORTHOPEDIC IMPAIRMENT results in limited alertness with respect to the
educational environment that-
 defined as a bone-, joint-, or muscle-related disability
a. Is due to chronic or acute health problems such as
that is so severe that it negatively affects a child’s
asthma, ADD(Attention deficit disorder), ADHD
educational performance. 
( Attention deficit hyperactivity disorder), diabetes,
epilepsy, heart condition, hemophilia, lead poisoning,
Includes:
leukemia, nephritis, rheumatic fever and sickle-cell
- Congenital anomalies
anemia.
Example: Clubfoot
b. and adversely affects a child’s educational
performance.
10. SPECIFIC LEARNING DISABILITY
 A disorder in one or more of the basic psychological
processes involved in understanding or in using
- Caused by disease language, spoken or written, that may manifest itself
Example: Poliomyelitis in an imperfect ability to listen, think, speak, write,
spell, or to do mathematical calculations.
 Including conditions such as:
-Perceptual disabilities
-Brain injury
-Minimal brain dysfunction
-Dyslexia
- Other causes -Developmental aphasia
Example: Cerebral palsy-actually caused by brain  Disorders not included: the learning problems that are
damage. primarily the result of visual, hearing or motor
disabilities, of mental retardation, of emotional
 disturbance, or of environmental, cultural or economic Activity
disadvantage.
Answer the following questions.
11. SPEECH O LANGUAGE IMPAIRMENT
1. Should Society be more concerned on the cost of helping
 A communication disorder such as stuttering, impaired these children or value humanity and disregard the expenses?
articulation, language impairment or a voice
impairment that adversely affects a child’s educational 2. Should children be treated differently?
performance.
12. TRAUMATIC BRAIN INJURY
Learning Content
 An acquired injury to the brain that caused by an
 Difference between Special Education and Regular
external force, resulting in total or partial functional
Education
disability or psychosocial impairment or both adversely

affects a child’s educational performance.
 applies to open or closed head injuries resulting in Special Education vs. Regular Education
impairments in one or more areas, such as cognition;
language; memory; attention; reasoning; abstract 1. Admission
thinking; judgment; problem-solving; sensory,  Regular: Entrance Examination
perceptual, and motor abilities; psychosocial behavior;  SPED: Identification and Assessment
physical functions; information processing; and speech. 2. Curriculum (Mandated by DepEd)
 does not apply to brain injuries that are congenital or  Regular: The curriculum prescribed for regular
degenerative, or to brain injuries induced by birth children
trauma.  SPED: The curriculum for children with
special needs aimed primarily at developing
13. VISUAL IMPAIRMENT special adoptive skills to maximize their
potentials.
 An impairment in vision that even with correction
3. Instructional materials methods and strategies
adversely affects a child’s educational performance.
 Regular: Dimensional following the
 Includes both partial sight and blindness.
curriculum, set of objectives for learning.
 SPED: Constructivism (Learning by
experience)
  Applies to both: use of materials that are low Activity 2
cost and indigenous material shall develop for
the use of children. Teaching strategies shall be Observe and analyze the picture below then answer the
creative and multi-dimensional. They shall questions.
make maximum use of all remaining sense
modalities and provide for active participation
in the learning process.
4. Teachers:
 Regular: Bachelor of Science in Elementary or
Secondary Education
 SPED: Article VIII Section 2 – for the effective
implementation of the special education
program. the education, welfare and training of
personnel shall be given high priority. All
personnel involved in the education of children
with special needs shall have adequate and
appropriate educational backgrounds and
1. What’s going on the picture?
personnel qualities.
___________________________________________________
___________________________________________________
Activity 1 ___________________________________________________
Answer the following questions. ___________________________________________________
___________________________________________________
1. Do you think it may be necessary for children with special ___________.
needs to have their own learning facilities, separate from a
public-school setting? 2. What might their facial expressions/hand gestures imply?

2. In your own opinion, do you think teachers can be trusted ___________________________________________________

with these children or does there need to be more supervision ___________________________________________________
in order for proper care of these children? ___________________________________________________
___________________________________________________
___________________________________________________  Disabilities are now viewed as one aspect of a person, not
___________________. their sole identity.

3. What might the objects in the background imply? Individual Education Plan

___________________________________________________ The Individual Education Plan It is a legally binding document

___________________________________________________ that schools must follow.
___________________________________________________
Goals of IEP
___________________________________________________
___________________________________________________  Need to be “measurable” -- how will you know when
___________________________________________________ s/he learns it?
___________________.  Need to make sense
 Need to be a natural part of the day
 Must be tied to general curriculum for that age and
grade of child
Learning Content
 Need to be based on the student’s assessed need
 Individuals with Disability Education Act  Must be individualized to the student. One size does
 Individual Programs and Plans not fit all.
 Need to say how goals will be worked on all during the
school day (for example, speech needs to be done in
What is IDEA? class, lunch, recess, etc.)
 Need to blend so that a student is working on several
The Individuals with Disabilities Education Act (IDEA) is a
goals at a time
law that makes available a free appropriate public education to
 Need to say what teaching methods, materials or
eligible children with disabilities throughout the nation and
equipment are used.
ensures special education and related services to those children.
 Need to be written to encourage interaction with
 The EAHCA of 1975 was renamed the Individuals with students without disabilities
Disabilities Education Act  Must be changed if the student is not learning.
 children” was replaced with the term “individuals”
Who are the members of the IEP team?
 “handicapped” became “with disabilities”
 Significant change in attitude which focuses on person-first, 1. A local representative from the school agency.
not disability-first 2. The child’s teacher.
 3. One or both of the child’s parent or responsible part.  1926
4. The child.
5. Other individuals at the discretion of the parent or -Philippine Association for the Deaf was founded.
agency.  1927
-The Government established Welfareville Children’s
Village in Mandaluyong.
Learning Content  1945
-The National Orthopedic Hospital opened the school
 The History of Special Education in the Philippines for crippled.
 Persons Behind the Special Education in the Philippines

Special Education in the Philippines

 1902- Fred Atkisnon
-Proposed that deaf and blind children be enrolled in
schools like the other children.
 1907- David Barrows
-worked for the establishment of Insular School for the  1949
Deaf and Blind in Manila. (located now on Harrison -Quezon City Science High School was inaugurated for
Street, Pasay, City. gifted students.
-Philippine Foundation for Rehabilitation of the
Disabled was organized.
The time when the private sector started supporting the created the special education section of special
government’s program for Filipinos with disabilities. subjects and services division.
 1953 The Program include:
-Elsie Gaches Village was established to take care of
 Legislation
abandoned, orphaned and youth with physical and
 Teacher training
mental disabilities.
 Census of exceptional children
 Integration of children with disabilities in
regular classes
 Rehabilitation of residential and special
schools
 Material production.
 1962
-Manila Youth Reception Center (MYRC) was opened
for the socially maladjusted and emotionally disturbed.
-DEC issued Circular No. 11 s. 1962 “Qualifications of
Special Education Teachers”
 1954 -Experimental integration of blind children at the Jose
-First week of August was declared as Sight Saving Rizal Elementary School (Pasay)
Week. -St. Joseph of Cupertino School for the Mentally
 1955 Retarded was founded.
-First parent teacher work conference special education  1963
was held at SBD. -Teacher scholar training for blind children started at
-Members of Lodge No. 761 of the Benevolent and PNU Philippine Printing House for the Blind was
Protective Order of Elks organized the Elks cerebral established (UNICEF and CARE, Philippines)
palsy project incorporated.  1965
 1957 -Training program for school administrators on the
- The Bureau of Public Schools (BPS) of the organization, administration and supervision of special
department of Education and Culture (DEC) education classes.
 1967  1973
-BPS organized the National Committee on Special -UNESCO and Philippines Association for retarded:
Education. First Asian conference on mental and retardation was
-General letter No. 213: regulating the size of special held in Manila.
classes for maximum effectiveness.  1975
 1968 -Silahis concept of Special education was implemented.
-R.A 5250: an act establishing a ten-year training -Special subjects and services division was abolished.
program for teachers of special and exceptional
1977-1987: Decade of the Filipino Child
children in the Philippines.
-teacher scholar at UP commenced in the areas of  1976
hearing impairment, mental retardation and giftedness. -First camp Pag-ibig: day camp for children with
 1969 disabilities.
-Classes for socially maladjusted children where held at -Molave youth home for children with behavioral
MYRC. problem was organized in Quezon City.
-Jose Fabella Memorial School was divided into five  1977
units: -Ministry of education issued department order No. 10:
 Philippine Training School for Boys designating regional and division supervisors of special
(Tanay) education programs. Bacarra Special Education Center
 Philippine Training School for Girls (Division of Ilocos Sur) Bacolod Special Education
(Alabang) Center (Division of Bacolod)
 Reception and Child Study Center (Manila)  1978
 Elsie Gaches Village (Alabang) -Presidential Decree 1509: Creation of National
 Nayon ng Kabataan (Pasay) Commission Concerning Disabled Persons (NCCDP)
 1970 -MEC memorandum No. 258: Directed school divisions
-R.A No. 5250: Teacher training program for children to organize special classes with a set of guidelines on
with behavioral problem started at Up. the designation of teachers who have no formal
-the school for the Deaf and blind was reorganized into training.
two separate residential school. -UP opened its special education training program for
undergraduate students.
-PAD started mainstreaming program in the Division of
Manila City schools.
  1979  1998
-Caritas-Medico-Pedagogical Institution for the -Palarong Pinoy Para sa May K was held at Philsport
mentally retarded was organized. Complex.
-Jagna special education center in the division of Bohol  1999
was organized. -DECS order No. 104: Exemption of the physically
 1980 handicapped from taking the National Achievement
-School for crippled children at the southern island Test (NEAT) and National Secondary Aptitude Test
hospital in Cebu City was established. (NSAT)
 1981 -DECS order No. 108: strengthening of special
-UN: international Year of disabled persons education program for the gifted in public school
 1982 system.
-Batas Pambansa Bilang 344 -DECS Order No. 448: Search for the 1999 Most
 1987 outstanding special education teacher for the gifted.
-Autism Society of the Philippines was organized -Memorandum No. 457: National Photo Contest on
Disability
1993-2002 Asian and the Pacific Decade on the Disabled  2000
Person -DECS Order No. 11: Recognized Special Education
 1996 Centers in the Philippines.
-The first week of January was declared as Autism -Memorandum No. 24: fourth International Noise
Consciousness Week Awareness Day
-First Seminar workshop on information technology for -Every fourth week of November: national observance
the visually impaired of the week of gifted talented
 1997
-DECS order NO. 26: Institutionalization of Special Activity 1
education program in all school.
-First Philippine Wheelathon race was the main event
of the 19th disability prevention and rehabilitation.
Create a Timeline Chart that shows the History of the
Special Education in the Philippines.
References:
 https://www.slideshare.net/annvitug/foundations-of-
special-education
 https://prezi.com/g6otunbtjgx-/history-of-special-
education-in-the-philippines/
 https://www.slideshare.net/JuanitoPineda4/mase-
401-introduction-to-special-education-nature-
theories-and-concepts
 https://www.slideshare.net/gjarong/regular-and-
sped-compared
 https://www.slideshare.net/rbarnabas/idea-1990-pl-
101476-presentation