___ Prof Ed 4: Foundations of Special and Inclusive Education

Module 1

Essential Concepts of Special and Inclusive Education

Introduction:

In this module, you will explore the similarities and differences of special, general and
inclusive education, their goals, objectives, and principles.

While reading this module, you can go over the recommended video references and
supplementary PowerPoint presentations, then respond to the exercises such as Try These,
Let’s Apply, Reflective Analysis where you will rationalize the importance of inclusive
education and propose ways to implement it in all school systems. Once you have submitted
answers to the exercises, take the graded one-time-test to assess your knowledge and
understanding.

Learning Outcome:
Write a critique or reflection paper on inclusive general education (i.e., why is it important? Is
it doable in our general education classrooms? What steps can you suggest to have it implemented?)

Learning Objectives:
1. Compare and contrast special, general and inclusive education
2. Explain the defining features of special education
3. Determine the characteristics or elements of inclusive education
4. Propose ways to make inclusive education possible in the general education
classrooms

Let’s Discover!
Recall a time in school when a few classmates in your class struggled in learning school
lessons. They must have been subjected to terrible jokes, ridicule and humiliation. Some may
have suffered in silence while others ultimately dropped from school. These students need
support in order to belong, survive and even thrive in school. These students are our target for
this course in Prof Ed 4 Special and Inclusive Education. Aside from these types of students,
you may have recalled a class or two in your school where students with disabilities or
exceptionalities were grouped together and were taught by a special education teacher.
Students in this other class were then referred to as SPED students or students in a special
education program.

As future regular education teachers for elementary and or for secondary students, you
need to prepare for students who may encounter difficulties socially, academically, physically
or emotionally. But before you dwell more deeply into instructional techniques, be grounded
with the basic concepts.

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___ Prof Ed 4: Foundations of Special and Inclusive Education

A. Comparison Between Special Education and Regular Education

To begin, let us compare a regular classroom from that of a special education classroom.
Table 1.0 shows the difference.

Table 1.0 Comparison between Special Education and Regular (General) Education
Special Education Regular Education
Kinds of learners Children with special needs who Regular learners
necessitate individualized program
Number of For one-on-one: 1 Private School: 35-50
Learners For group: 3-4 Public School: 50-60 or more
For resource group: 5-10
Emphasis On the given intervention On the curriculum and the
mastery of skills established
within the curriculum
Curriculum Attention Skills (ADHD); English, Reading,
Memory Skills (MR); Mathematics, Science,
Braille (VI); Makabayan, etc…
Sign Language ((HI);
Auditory and Visual Perceptions
Skills (LD);
Anger Management
(Emotional/Behavioral
Disturbance);
Creative and Critical Thinking Skills
(Giftedness);
Functional Academics (Autism)
Who dictates the Individual needs of the child School system (DepEd)
curriculum
Instruction Intensive Systematic Instruction Generalized Instruction
Received SPED Teachers; Occupational Regular Teachers (subject
instruction from? Therapists; Physical Therapists, Teachers)
Speech Pathologists
Primary Function SPED teacher: to meet the goals Regular Teacher: to teach the
and objectives established in IEP curriculum
Type of Classroom SPED classroom, Self-contained Regular classroom
room, Resource room, Mainstream
classroom

Look at the differences closely --- is there a big difference in terms of class size,
curriculum, instructional support and setting?

The succeeding sections will tell you about the definition and defining features of special
education and of inclusive education. Try to imagine the differences and the work expected
from teachers.

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___ Prof Ed 4: Foundations of Special and Inclusive Education

B. Definition and Defining Features

Special Education according to Heward (2013):

1. Special education consists of purposeful intervention efforts at three levels:
preventive, remedial, and compensatory.
2. It is individually planned, specialized, intensive, and goal-directed.

Special Education according to Salend (2011) as quoted by Hornby (2014):

 Special education involves delivering and monitoring a…
1. specially designed and coordinated set of comprehensive, research-based
instructional and assessment practices and
2. 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
strengths and challenges of students; to enhance their educational, social, behavioral
and physical development; and to foster equity and access to all aspects of schooling,
the community and society.

Defining features of Special Education

Dimension Defining Features
Individually  The learning goals and objectives selected for each student are
Planned based on assessment results and input from parents and
student
 The teaching methods and instructional materials are purposely
selected and/or adapted for each student
Specialized  Involves unique or adapted teaching procedures seldom used
in general education (e.g., constant time delay, token
reinforcement, self-monitoring)
 Incorporates a variety of instructional materials and
supports—both natural and contrived—to help student acquire
and use targeted learning objectives
 Related services (e.g., audiology, physical therapy) provided as
needed
 Assistive technology (e.g., adapted cup holder, head-operated
switch to select communication symbols) provided as needed
Intensive  Instruction presented with attention to detail, precision,
structure, clarity, and repeated practice
 “Relentless, urgent” instruction (Zigmond & Baker, 1995)
 Efforts made to provide incidental, naturalistic opportunities
for student to use targeted knowledge and skills
Goal-Directed  Purposeful instruction intended to help student achieve the
greatest possible personal self-sufficiency and success in
present and future environments
 Value/goodness of instruction determined by student’s

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___ Prof Ed 4: Foundations of Special and Inclusive Education

attainment of learning outcomes

Research-  Recognizes that not all teaching approaches are equally effective
Based Methods  Instructional programs and teaching procedures selected on
basis of research support
Guided by  Systematic, ongoing monitoring of student progress
Student  Results of frequent and direct measures of student learning
Performance used to inform modifications in instruction

By looking at the dimensions and defining features of special education, how would you
personally describe it? Is it demanding? Is it intense? You are right! Special education is a
specialized program that requires another set of competencies from teachers. In this setting,
students with disability are segregated (hiniwalay) in a different classroom and are excluded
(hindi kasama) from the regular class.

In the succeeding sections, read carefully the definition and features of inclusive
education.

Inclusive Education according to Salend (2011) as quoted by Hornby (2014):

 Inclusion is a philosophy (paniniwala, perspektibo o pananaw) that brings students,

families, educators and community members together to create schools based on
acceptance, belonging and community. Inclusionary schools welcome, acknowledge,
affirm and celebrate the value of all learners by educating them together in high-quality,
age-appropriate general education classrooms in their neighborhood schools.
 Inclusive education is characterized by a philosophy that celebrates diversity and
value of all learners; educates learners in high-quality schools; educates learners
alongside their age peers; educates learners in mainstream classrooms and educates
learners in schools in their local community

Inclusive education according to Inciong T.G., et al. (2016):

 Inclusion describes the process by which a school accepts children with special needs
in regular classes where they can learn side by side with peers. Regular teachers and
special education teachers organize and implement appropriate programs for both
special and regular students. [Processes shall be discussed more thoroughly in module 4.]

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___ Prof Ed 4: Foundations of Special and Inclusive Education

Elements or Defining Features of Inclusive Education

1. All students are welcomed in general education. The first placement options considered
are the general education classes in the school that the students would attend if they did
not have a disability.
2. Disability is recognized as a form of human diversity. Hence, students with disabilities are
accepted as individuals and are not denied access because of their disabilities.
3. Appropriate supports, regardless of disability type or severity, are available. Supports are
provided in typical environments instead of sending students to specialized settings
(such as therapy rooms) to receive supports.
4. The composition of classrooms reflects the naturally occurring proportion of students with
and without disabilities. The percentage of students without disabilities is substantially
higher than the percentage of students with disabilities.
5. Students, irrespective of their developmental or performance levels, are educated with
peers in the same age groupings available to those without disability labels instead of
with younger students.
6. Students with and without disabilities participate in shared educational experiences while
pursuing individually appropriate learning outcomes with necessary supports. Educational
experiences are designed to enhance valued life outcomes that seek an individualized
balance between both the academic-functional and the social-personal aspects of
schooling.

To illustrate, inclusion appears like this: all students of

varying abilities are welcome into the classroom where
they share the same educational experiences; no single
student is set conspicuously apart or stands out.

How then is inclusion different from integration? Integration is

a sister term, a step closer to inclusion. Students with
disabilities are placed in general (regular) education classes
when the classroom can be adapted to meet some of the
student’s needs like if it is physically accessible, or if a
paraprofessional or an assistive technology is available. The
teacher includes the student in some lessons depending on
his/her ability to comprehend the class materials. If not, the
student works on an alternative program with the
paraprofessional, either in or out of the classroom.

Now, based on your school experiences back then in your grade or high school, did you
have classmates who were integrated or were they included?

For deepening, you can listen and learn from this video clip on YouTube:
https://www.youtube.com/watch?v=x1Sti1_zpw8

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___ Prof Ed 4: Foundations of Special and Inclusive Education

C. Goals, Objectives and Principles of Special Education

As we move further in this module, I would like you to focus on the answers to these questions:
What is a special education for? What do they want to achieve or provide? What principles
guide their existence?

Goals of Special Education in the Philippines

The ultimate goal of special education shall be the integration or mainstreaming of

learners with special needs into the regular school system and eventually in the
community (Article I, Sec. 5 of Child and Youth Welfare Code of PD No. 603).

To achieve this, special educational programs must focus on helping the learners develop
academic skills, self-help skills, social proficiency, a positive attitude and self-confidence.

Objectives of Special Education in the Philippines

1. Provide a flexible and individualized support system for children and youth with special
needs in a regular class environment in schools nearest the students’ home.
2. Provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living.
3. Implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college.
4. Make available an array educational programs and services such as:
a. Special education center built on “a school within a school concept” as the resource
center for children and youth with special needs
b. Inclusive education in regular schools, special and residential schools, homebound
instruction, hospital instruction and community-based programs
c. Alternative modes of service delivery to reach the advantaged children in far-flung
towns, depressed areas and underserved barangays

Principles of Special Education (IDEA)

1. Zero reject. No one is declined or barred from school. Schools must educate all children
with disabilities regardless of the nature or severity of the disability.
2. Nondiscriminatory identification and evaluation.
Schools must use nonbiased, multifactored methods of evaluation to determine whether a
child has a disability and, if so, whether special education is needed.
3. Free appropriate public education.
All children with disabilities shall receive a free appropriate public education at public
expense. An IEP must be developed and implemented for each student with a disability
that addresses the student’s unique needs by providing specially designed instruction and
related services based on peer-reviewed research to the extent practicable.
4. Least restrictive environment.
Students with disabilities must be educated with children without disabilities to the
maximum extent appropriate, and they should be removed to separate classes or schools

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___ Prof Ed 4: Foundations of Special and Inclusive Education

only when the nature or severity of their disabilities is such that they cannot receive an
appropriate education in a general education classroom.
5. Procedural safeguards.
Schools must follow certain procedures to safeguard and protect the rights and interests of
children with disabilities and their parents.
6. Parent participation and shared decision making.
Schools must collaborate with parents and with students with disabilities in the design and
implementation of special education services.

At this point, the similarities and differences between special and inclusive education must
have been clearer. They do share some common features and principles. What sets inclusive
education different from special education are indicated in the next section.

D. Important Indicators of Inclusive Education

 Decisions are made on the basis of student needs and not on labels and places.
 The general education classroom at the student’s enrolled grade level is the reference point
for student-specific planning.
 Expectations are high.
 Instruction is based on the curriculum standards adopted by the school. There is no
separate curriculum.
 Individualized supports are available when needed.

Seven Quick Observations: Always remember that in an inclusive educational set-up, all
these are visibly observed:
 All students are engaged in meaningful work that supports their instructional goals!
 Learner objectives, activities, and rules are positively stated and clearly posted.
 A variety of instructional strategies, materials, technology, and groupings are being used.
 Services are brought to the general education classroom where the staff works together to
meet student needs.
 Students with special needs are not stigmatized by adult supports, and student-to-student
interactions are evident.
 Assignments are purposeful, involve meaningful work, and maintain rigor.
 The classroom arrangement supports positive behavior and learning. Students can access
materials with adequate room for small groups and quick transitions.

Going Beyond Descriptions of Inclusive Education

The “3 R’s” of effective inclusion are respect, relationships and responsibility.

Respect
Inclusive classrooms provide an environment of respect for each and every
student. All students have names, gifts, talents—there’s Tanya, a talented artist, in fourth
grade; Israel in middle school and a great athlete; Savannah starting Pre-K, and she loves
animals. All students belong and are members of the general education classroom. They are
known by their names and unique personalities and strengths—not by numbers or scores.

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___ Prof Ed 4: Foundations of Special and Inclusive Education

Relationships
When students are respected and accepted as full members of their school
community, relationships develop. Students are no longer isolated but are connected
members of a school community. Relationships create a safety net for students to develop a
growth mindset, a belief that they can learn if they work hard and persevere. Student needs,
not labels, drive instructional and support decisions.

Responsibility
Once relationships form, teachers, students, and parents develop the capacity to better
address all kinds of student diversity and share the responsibility for student success. The
general education classroom becomes the starting point for all students, and services and
supports are brought to that classroom as needed and appropriate. Teachers do not blame
students but claim responsibility for their success.
These three R’s, respect, relationships, and responsibility, help us to remember what inclusion
is all about in and out of classrooms and throughout the larger community.
[The 3Rs were from the blog of Cathy Giardina, an adjunct associate with Stetson & Associates, Inc., an educational consulting firm focused on educational
excellence. She has over 40 years of experience as an educator, working in both public and private education].

Now that you are done reading Module 1 and viewing the recommended video clips, you are
ready to engage in the following exercises. Do well, all the time.

Full Name: __________________________ Block No. ___ Current Location: ____________

Try These!
Directions: Do the following. Make your answers legible, brief and concise. Use the diagram
below to show the similarities and differences of general education, special education and
inclusive education.

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___ Prof Ed 4: Foundations of Special and Inclusive Education

Let’s Apply!
Directions: Recall your school in elementary or high school. Use the list below and check (√)
the indicators of inclusive education that were observable in your school. If the indicator is not
observed, leave it as it is.
Name of your school: ________________ Location: _____________

1. Instructional Setting
 Students are educated in the same school including those with disability
 General education classroom of children enrolled grade-level is considered first when the
instructional setting is discussed
 The special education instructional setting, if located outside of the general education
classroom, is placed throughout the school building within age, grade, or department
 The facilities used by special students are comparable to those used by general education
students
 The classroom arrangement is organized so as to support access for all students
 The classroom climate is inviting and welcoming and supportive of all learners
 Decisions about instructional setting is determined on the basis of student needs rather
than labels or available services

2. Collaboration
 There is a vision of shared ownership where all students are considered “our students”
 General education and special ed teachers are members of grade level/department teams,
and they regularly plan together
 All faculty members are knowledgeable of each of their student’s Individualized Education
Program (IEP) and/or Behavior Intervention Plan (BIP)?

3. Instruction
 Teachers use a variety of research-based instructional strategies such as multi-level
instruction, cooperative learning, activity-based instruction, etc. to reach all students
 Differentiated instruction is the predominant instructional methodology used in classrooms
rather than lecture-based instruction
 Teachers understand the difference between accommodations and modifications
 There is a campus-wide behavioral support system in place at the school
 Teachers have a variety of rich resources, materials, and technology to support all learners

4. Continuum of Support
 External supports are provided in advance of instruction to promote student success
 There are in-class support options for students with special needs such as natural or formal
peer support, intermittent support from teachers or teacher assistants, or formal
collaborative teaching (two teachers sharing instruction)
 Service personnel such as occupational therapists, physical therapists, and speech
pathologists provide services within the general education classroom when appropriate
 If a student leaves the classroom, it was only done for targeted support that could not be
provided in the classroom?

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___ Prof Ed 4: Foundations of Special and Inclusive Education

Question: After recalling and checking, what did you discover? Enumerate at least three (3)
insights that you discovered about the presence or absence of inclusive education
indicators in your school. Use simple (short) sentences.
1_______________________________________________________________________
2_______________________________________________________________________
3 _______________________________________________________________________

Reflective Analysis
WHAT DO YOU THINK? Is it possible to create an inclusive general education classroom?
Yes or no? Write a critique or a reflection on inclusive general education. You may create 3
paragraphs that talk about why inclusive education is important; whether it is doable in
our current general education classrooms; and actions that you can suggest to have it
implemented so that teachers, administrators, facilities, school environment and school
staff become “inclusive” rather than segregated.

References
1. Halal, C.N, Ligon, C.M., Padilla, C.S., & Yuson, M.A. (2020). Foundations of special and inclusive education, 1st Ed.
Manila City: REX Publishing.
2. Abery, B.H., Bulat, J., Hayes, A.M., Macon, W., & Ticha, R. (2017). School and Classroom Disabilities Inclusion
Guide for Low- and Middle-Income Countries. RTI Press
3. Inciong, T.G., Quijano, Y.S., Capulong, Y.T., Gregorio, J.A. & Gines, A.C. (2016). Introduction to Special Education,
Rex Book Store, Quezon City, Philippines
4. Hornby, G. (2014). Inclusive Special Education: Evidence-Based Practices for Children with Special Needs and
Disabilities, Springer Science+Business Media, New York.
th
5. Heward, W.L. (2013). Exceptional Children: An Introduction to Special Education, 10 Ed., Pearson Education, Inc.,
USA.
6. Rapp, Whitney H. & Arndt, Katrina L. (2012). Teaching Everyone: An Introduction to Inclusive Education, Brookes
Publishing, Baltimore.
7. Kauffman, J.M. & Hallahan, D. P. (2011). Handbook of Special Education, Routledge, New York, NY.
8. Farrell, M. (2009). Introduction to Special Education. John Wiley & Sons, Ltd.
9. Stubbs, Sue (2008). Inclusive Education: Where there are few resources, The Atlas Alliance, Oslo, Norway.
10. Friend, M. (2007). Special education: Contemporary perspectives for school professionals. 2nd Edition. Pearson
Education Technologies: Allyn and Bacon Publishers. MA: Boston.
11. Toolkit on Disability for Africa- Inclusive Education – Module IV
12. Jackson, R.M. (n.d.). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal
Design for Learning National Center on Accessing the General Curriculum.

Compiled by:

Jun P. Dalisay, LPT, RGC, Ph.D.-Psy

Maria Charmaine R. Gaa, LPT, MA-SPED
Jacquelyn Rose A. Fajilagutan, LPT, MAEd-GC
Charry F. Mayuga, LPT, MA-Psy

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