PROFED3
PROFED3
PROFED3
Inclusive education – focuses from the view of disability that results on how to cope from the interaction
between the environment and condition of the person with disability. ( meaning it is about the
connection between the person who has a disability to the environment he or she is in. / look on the
necessary adjustment to the learning community and will develop or enhance a teaching strategy
involving person with disabilities.( giving the person has a disability what should we do and there is a
part of education or the word education there meaning there is an academic involve on what should an
institution do in order to give students the appropriate learning, the appropriate education that they
need to take although they have these lapses
Special education- emanates from a medical view of disabilities / focuses on correcting deficits of person
with disabilities to enable them on function effectively in society.
= this course addresses the need to prepare teachers to handle students with disabilities in both
segregated and inclusive setting=
Envisioned that the child with special needs will gets full parental and community support for his/her
education without any discrimination of any kind.
This special child should be provided with a healthy environments along with the leisure and recreation
and social security measures.
It does not only include students with disabilities but also to the gifted and talented students
To provide children with special needs appropriate educational services with the mainstream od
basic education
To enhance strategical key areas in human resource development, family involvement and
active participation of government and non-government or the NGOs
HOW WILL THEY ACHIEVE? To achieve these goals, the following principles should be met;
1. Responsiveness to rights
2. Sensitivity to responsive ness to context
3. “ No learners left behind
General educational authorities are responsible for the education of person with disabilities in
integrated setting.
Parent groups and organization of persons withb disabilities should be involved in the education
process at all levels.
In state where education is compulsory it should be provided to girls and boys with all kinds and
levels of disabilities, including the most severe
Special attention should be given in the following areas; (a) very young children with disabilities
(b) Pre-school children with disabilities (c) adults with disabilities, particularly women
In situation where the general school system does not yet adequately meet the all need of all
persons with disabilities, special education may be considered
PSYCHOLOGICAL BASES
Ensure that by 2015 all have access to and complete, free and compulsory
primary education of good quality
K to 12 inclusion Policy
Responsive to rights
Sensitivity and responsive to context
Recognize and respect learners’ right to relevant and responsive to their context
(these are for our offshoot of the inclusive education like somehow they are able to summarize it into
becoming inclusive education because this four has this principle that we have give quality education to
everyone equality and equity to each and everyone)
LEGAL BASES
Physical Needs
Developmental Needs
Behavior/Emotional Needs
Sensory Impaired Special Needs
DISSOCATION
-lack of connection in someone’s thoughts, memory or sense of identity
-resulting multiple disorders or other dissociative disorders.
-mistrust authority and keep secrets, making difficult to treat them.
OBSESSIVE COMPULSIVE DISORDER:
-have obsession or excessive thoughts that lead to repetitive, compulsive behaviors.
-affects people of all ages results in unwanted, intrusive thoughts and urges.
ATTENTION-DEFICIT (HYPERACTIVITY) DISORDER:
- A disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that
interferes with functioning or development.
EATING DISORDER
-with abnormal eating habits – be they insufficient or excessive – can be categorized as having
an eating disorder
-like anorexia and bulimia, can affect someone’s physical and emotional health.
They learn more quickly and independent that most students their own age.
They often have well-developed vocabulary, as well as advanced reading and writing skills.
They are very motivated, especially on task that are challenging or difficult,
They hold themselves to higher than usual standard or achievement.
They are not necessarily awkward socially, less healthy or narrow on their interest – in fact,
quite the contrary.
ENRICHMENT- involves providing additional or different added on to the usual curriculum goals and
activities/ instead of moving ahead to more difficult kinds of math programs, the students might work
on exists to help classroom teachers working with gifted students ( and save teachers the time and work
of creating enrichment materials themselves) LIMITATION: since enrichment is not part of the normal,
officially sanctioned curriculum, however there is a risk that it will be perceived as busywork rather that
as intellectual stimulation, particularly the teacher herself is not familiar with the enrichment material or
is otherwise unable to involve herself in the material fully.
ACCELARATION- involves either a child’s skipping a grade, or else the teacher’s redesigning the
curriculum within a particular grade or classroom so that more material is covered faster/ believes that
children who have skipped a grade usually function well in the higher grade, both academically and
socially. LIMITATIONS: skipping grades cannot happen repeatedly unless teacher, parent and the
students themselves are prepared to live with large age maturity difference within single classrooms/
there is no guarantee that instruction in the new, higher-grade class room will be any more stimulating
than it was in the former, lower-grade classroom/ redesigning the curriculum is also beneficial to the
student, but impractical to do on widespread basis; even if teachers had the time to redesign their
programs, their programs, many non-gifted students would be left behind as a result.
Homeless children
Orphaned/abandoned children.
Working
Children in bondage (slavery)
Migrant children
Street children
Child beggars
Early intervention
TYPES OF MAINSTREAMING
TRANSITION PROGRAM
SUSTAINING PROGRAMS
“EVERYONE IS SPECIAL. SOME MAY JUST NEED A LITTLE, OR MORE ASSISTANCE THAT THE OTHER.”