Prof Ed 2 PDF

Prof Ed 2 United States (IDEA) Definition of Inclusive Education 1. Free Appropriate Public Education - an approach to accept and educate (FAPE): IDEA mandates that all children all children in the one setting and values wi...

Prof Ed 2 United States (IDEA) Definition of Inclusive Education 1. Free Appropriate Public Education - an approach to accept and educate (FAPE): IDEA mandates that all children all children in the one setting and values with disabilities receive free and the human rights of all students, is appropriate education in the least responsive to all learning needs and aims restrictive environment (LRE). for barrier-free participation in the cultures, 2. Individualized Education Program (IEP): curricula and communities of mainstream Each student under IDEA has an IEP, which education settings. is a document outlining specific educational goals and the services the student will What is Inclusion? receive. - An inclusive school is a place where 3. Least Restrictive Environment (LRE): everyone belongs, is accepted and IDEA promotes the inclusion of students supported by his peers and other members with disabilities in general education of the community in the course of having classrooms whenever possible. his/her educational needs met. 4. Early Intervention: IDEA provides services to infants and toddlers with disabilities I - integration through early intervention programs. N - networking C - collaboration United Kingdom L - living, learning, loving 1. Special Educational Needs and U - utilizing all available resources Disabilities (SEND): The UK has the SEND S - support and social services Code of Practice, which guides how schools I - implementation of appropriate programs and local authorities should support O - organization of appropriate services children with special needs. N - non stop services to all special learners 2. Education, Health, and Care Plan (EHCP): Similar to the IEP in the U.S., the EHCP Disability = impairment + barriers outlines a child’s educational, health, and Disability refers to a permanent physical, social care needs. mental, intellectual or sensory impairment, 3. Inclusive Education: The UK emphasizes in interaction with various barriers that may inclusive education, with many students hinder a person’s social participation. with disabilities attending mainstream schools with the necessary support. Child-Centered Teaching- Child-centered pedagogy is an approach used to educate Canada all students, especially those with 1. Provincial Responsibility: Education, additional support requirements. including special education, is managed at the provincial level, leading to variations Universal Design for Learning (UDL)- an across the country. approach to teaching that caters for the 2. Inclusive Education: Canada supports learning requirements of a diverse range of inclusive education, with a strong focus on students. integrating students with disabilities into mainstream classrooms. 3. Individualized Plans: Each province has IDEA - US Other countries supporting its own version of an IEP, ensuring tailored special and inclusive education support for students with special needs. The Individuals with Disabilities Education Australia Act (IDEA) is a U.S. federal law that ensures 1. Disability Standards for Education: students with disabilities have access to Australian law requires that students with free appropriate public education (FAPE) disabilities are given the same educational tailored to their individual needs. opportunities as others. 2. Inclusive Education: Australia promotes the inclusion of students with disabilities in regular classrooms with necessary - A verbal instructional model: Involves accommodations. descriptions and explanations. 3. Individual Learning Plans (ILPs): Similar - A symbolic model: Which involves real or to IEPs, ILPs outline the specific educational fictional characters displaying behaviours in goals and services required by the student. books, films etc. Japan Intrinsic reinforcement is a form of 1. Special Needs Education: Japan has a internal reward, such as pride, satisfaction more specialized system where students and a sense of accomplishment. with disabilities often attend special schools, although there is a growing emphasis on THE MODELING PROCESS inclusive education.  Not all observed behaviors are 2. Individual Education Support Plans effectively learned. Factors involving (IESPs): Japan uses IESPs to tailor both the model and the learner can play educational support for students with a role in whether social learning is disabilities, similar to IEPs in the U.S. successful.  The following steps are involved in Philippines the observational and modelling 1. Save the Children Philippines warmly process: welcomes a significant milestone for Attention children with and without disabilities in the Retention Philippines as; Motor reproduction Republic Act 11650 - An Act Instituting a Motivation Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive PRINCIPLES OF SOCIAL LEARNING THEORY Education, was signed into law on March 11, - People can learn by observing the 2022. behaviour of others and the outcomes of those behaviors. - Learning can occur without a change in ALBERT BANDURA SOCIAL LEARNING behaviour. THEORY - Cognition plays a role in learning. ALBERT BANDURA  Born on December 4, 1925 Piaget's Cognitive Development Theory  Canadian, American  Studied at University of British Columbia Jean Piaget's theory of cognitive and University of Lowa. development is a comprehensive  Researched and taught at Standford framework that explains the nature and University development of human intelligence.  Famous for research on social learning theories FOUR STAGES OF COGNITIVE DEVELOPMENT 1. Sensorimotor Stage (0-2 years old) BASIC SOCIAL LEARNING CONCEPTS - During this stage, infants learn Observational learning – people can learn about the world through their sensory through observation experiences and motor activities. The main Intrinsic Reinforcement – mental states goal is to achieve object permanence, the are important for learning understanding that objects continue to The Modeling Process – learning does exist even when they cannot be seen. not lead to a change in behaviour. 2. Preoperational Stage (2-7 years old) OBSERVATIONAL LEARNING - In this stage, children begin to use - A live model: Involves an actual individual language and think symbolically, but their demonstrating or acting out a behaviour. thinking is still intuitive and egocentric. The main goal is to develop symbolic Vgotsky’s Scaffholding- a method of thought, which allows children to use teaching that helps learners understand symbols, such as words and images, to educational content by working with an represent objects and experiences. educator or someone who has a better understanding of the material. Key word 3. Concrete Operational Stage (7-11 years “temporary support” old) - Children start to think logically MKO (more knowledgeable one) could be a about concrete events. They gain a better better teacher, parent, peer, or even a understanding of the concept of technology. conservation and can perform operations on objects that are tangible. The main goal is to develop operational thought, which JEAN LAVE’S SITUATED LEARNING involves logical reasoning about concrete objects. - 1st presented by Jean Lave and Etienne Wenger 1991 4. Formal Operational Stage (12+ years old) - Development of Learning - Adolescents develop the ability to - Learning is unintentional think about abstract concepts and engage - This unintentional nature of learning is in systematic planning and problem-solving. what the authors call LEGITIMATE The main goal is to understand abstract PERIPHERAL PARTICIPATION(LPP) concepts and engage in logical and moral reasoning. KEY FEATURES OF SITUATED LEARNING Mechanisms of Cognitive Development Piaget identified several key mechanisms IT IS BASED ON SOCIOCULTURAL THEORY- that drive cognitive development: It sees knowledge as being defined and agreed upon by society or community. Schemas. These are cognitive structures or patterns that help individuals organize and LEARNING SHOULD TAKE PLACE IN interpret information. Children create COMMUNITY OF PRACTICE- who share the schemas to understand the world around same knowledge. them. LEARNERS START OUT AS LEGITIMATE Assimilation. involves integrating new PERIPHERAL PARTICIPANTS- information into existing schemas. apprenticeship model should be used for learning. Students immersed in real world Accommodation. involves modifying situations to observe and learn from existing schemas to incorporate new practitioners. information. Equilibration. This is the process of LEARNERS SLOWLY BECOME FULL balancing assimilation and accommodation MEMBER OF THE COMMUNITY OF to create stable understanding. It is the PRACTICE- each of C.P has it’s own set of motivational force that drives cognitive rules or structures. development. TRADITIONAL LEARNING- Occurs from abstract, out of context experiences such as LEV VYGOTSKY lectures and books. - a Russian and Soviet Psychologist, known for his work on Psychological Development SITUATED LEARNING- Learning takes place in children and creating the framework through the relationships between people known as cultural-historical activity theory. and connecting prior knowledge with authentic, informal and of the unintended contextual learning.  PHILOSOPHICAL BASES Goal of Inclusive Education - Enable individual to participate What is Inclusivity? effectively in society and reaching The practice or policy of providing equal his/her potential access to opportunities and resources for - Combat discriminatory attitudes and people who might otherwise be excluded build an inclusive society for achieving marginalized,such as those having physical education for all or intellectual disabilities or belonging to - Provide an effective education to the other minority groups. majority of children What is Inclusion? - Overcome future learning deficiencies Refers to a standard that applies to among youth and adults. everyone in a certain education system (the same level of using language instruction, Equality in Education the same experience, the same learning - Sameness in terms of education, resources, or the equal chance of uniform distribution of education participation). opportunities. - Freedom to develop personal abilities Inclusion in Education and make educational choices irrespective - It is based on many universal of differences of behavior, aspirations ,and declarations which reflect on universal needs. rights and the rights of children. - It is based on the four 21st Century pillar of education; CONVENTION OF THE RIGHT OF THE CHILD 1.Learn to know 2.Learn to do Eglantyne Jebb “Mother of All Children” 3.Learn to be and (25 August 1876 – 17 December 1928) a 4.Learn to live together (UNESCO,2009). British social reformer who founded the Save the Children organization at the end of four key elements: the First World War to relieve the effects of 1. A never ending process famine in Austria-Hungary and Germany. 2. Concerned with the identification and She drafted the document that became the removal of barriers Declaration of the Rights of the Child. 3. It is about the presence, participation and achievement of all students. 19th Century 4. It focuses on groups to learners who may No collective responsibility towards be excluded, marginalized or at risk of children ( exploitation, child labor, social, underachievement. and economic discrimination ). 1924 Philosophical Of Inclusive Education in The Geneva declaration on the Rights of the Different Setting Children is adopted A.Palliser Regional School’s Philosophy- 1959 belief that all children can learn and reach The UN Declaration on the Rights of the their full potential given opportunity, Children is adopted ( a moral framework of effective teaching and appropriate no legislative value ) resources. 1979 B.Philosophy of Northern Territory The International Year for the Children Government – believe that inclusivity ( discussion on a forthcoming Convention embraces the idea that everyone is an begin) individual and their diversity is respected. 1989 C.Philosophy of Manitoba – embrace The UN General Assembly unanimously inclusion as a means of enhancing the well- votes for the adoption of The Convention being of every member of community. on the Rights of the Children. CRC (Convention of The Right of the Legal Framework and Policy Foundations Children) >The 1989 Convention on the Rights of - The most universally accepted Child human rights instrument, ratified by every -upholds the rights of children and country in the world except two. changed the way are viewed and treated from passive 0bjects of care and charity to 4 MAIN PILLARS human beings with a distinct set of rights. 1. The Right to Survival 2. The Right to Protection >The 1994 Salamanca Statement 3. The Right to Development -provides that all children should 4. The Right to Participation learn together, wherever possible, regardless of any difficulties or differences UNESCO (United Nations Educational, they have. Scientific and Cultural Organization) -is a specialized agency of united nations. > The United Nations Convention on the Rights of Persons with Disabilities PURPOSE - aims to promote, protect, and -to contribute to peace and ensure the full and equal enjoyment of all safeguard by promoting international human rights and fundamental freedoms by collaboration through, education, science all persons with disabilities, and to promote and culture in order to further universal respect for inherent dignity. respect for justice ,the rule of law ,and human rights along with fundamental > The1987 Philippine Constitution freedom. - this document enshrines the right to quality education for all Filipinos, regardless of their social status, gender, or EFA(Education for all) K to 12 Inclusion ability. Policy > Republic Act No. 10533 otherwise known -The Department of Education (DepEd) is as The Enhanced Basic Education Act of mandated to protect and promote the right 2013 of every Filipino citizen to quality education -this act specially promotes inclusive that will enable each learner to realize their education by recognizing learners with full potential and meaningfully take part in disabilities, giftedness, and talents as target nation-building. groups. It emphasizes providing appropriate support and services to these learners. - The main thrust of the K to 12 Basic >Republic Act No. 9710 Education Program which recognizes the diversity of the country’s learners, schools, and communities. > Republic Act no. 10157 or the Kindergarten Education Act released in -The EFA K to 12 Inclusion Policy in the 2012 declares the policy of the state to Philippines aims to provide equitable access provide equal opportunities for all children to quality education for all learners, to avail of accessible mandatory and regardless of their background or abilities. compulsory kindergarten education that This policy aligns with the global Education effectively promotes physical, social, for All(EFA) movement, which seeks to intellectual, emotional and skills stimulation ensure that all children, youth, and adults and values formation to sufficiently prepare to have opportunity to learn. them for formal elementary schooling. > Republic Act No. 9155 otherwise known REPUBLIC ACT NO.8371 INDIGENOUS as The Governance pf Basic Education Act PEOPLES RIGHT ACT of 2001 enforces the establishments of the − An Act to recognize, protect and Alternative Learning Systems (ALS) to promote the rights of Indigenous Cultural provide of school youth and adults with Communities/Indigenous Peoples, creating basic education. a National Commission on Indigenous Peoples, establishing implementing >Republic Act No. 7277 ( Magna Carta for mechanisms, appropriating funds therefor, Disabled Persons ) this law mandates the and for other purposes. provision of educational assistance to persons with disabilities, ensuring their IPRA- Indigenous Peoples Right Act access to primary, secondary, tertiary, and IP- Indigenous People vocational education in both public and ICC- Indigenous Cultural Communities private schools. NCIP- National Commission on Indigenous People > Republic Act No.10665 (Open High School Systems Act) 4 Bundles of Rights of Indigenous People -this law establishes an alternative 1. Right to Ancestral Domains/Lands secondary education program to provide 2. Right to Self-Governance and flexible learning options for learners who Empowerment face personal, geographical, socio- 3. Social Justice and Human Rights economic, or physical constraints. 4. Rights to Cultural Integrity Key Principles of inclusive Education Formal – Regular Classes\Structured Class -Responsiveness to rights Non-Formal – ALS \ TESDA the policy recognizes and promotes the Informal – Self-study \ without going formal right of all learners, ensuring that no education. learner is denied access to education based on their background or abilities Presidential Degree No. 603 Article 3 – Right of Child -Sensitivity and Responsiveness to Context − also known as the Child and Youth The policy acknowledges the diverse needs Welfare Code was issued in December of learners, schools, and communities. it 1974, by the former president Ferdinand aims to create an education system that is Marcos. relevant and responsive to the specific − This decree aims to protect and promote contexts of all learners. the safety and welfare of a child in the Philippines. -Respect for learners Rights Emphasizes the right of all learners to 12 RIGHTS OF A CHILD receive an education that meets their 1. Every child is endowed with the dignity individual needs. It strives to create an and worth of human being. education system that is inclusive and 2. Right to a wholesome family equitable to all. 3. Right to a well-rounded dev’t of his personality 4. Right to basic needs to healthy life REPUBLIC ACT 10533 “ENCHANCED BASIC 5. Right to moral upbringing EDUCATION – INCLUDING ALS AND 6. Right to education LEARNERS WITH SPECIAL NEEDS” 7. Right to opportunities - An act enhancing the Philippines 8. Right to protection Basic Education System by strengthening its 9. Right to a safe community curriculum and increasing the number of 10. Right to be cared by the state years for basic education, appropriating 11. Right to an honest gov’t funds therefore and for other purposes. 12. right to grow up as a safe individual REPUBLIC ACT 7610 SPECIAL PROTECTION EARLY INTERVENTION AGAINST CHILD ABUSE AND - refers to a system of services EXPLOITATION provided to young children, typically from Child Abuse birth to age 5, who have, or are at risk for, - It defines and penalizes various forms of developmental delays or disabilities. child abuse emotional and sexual abuse. Exploitation Types of Early Intervention Services - The acts aim to prevent and address child Speech and Language Therapy: Many labor and other form of exploitation. children experience delays in speech and Discrimination communication. Speech therapists work with - RA 7610 seeks to eliminate discrimination children to develop language skills, improve against children based on factors such as articulation, and address issues such as stuttering. race, religion, or socio-economic status. Occupational Therapy: Occupational REPUBLIC ACT NO. 9344 OR THE JUVENILE therapists help children develop fine motor JUSTICE AND WELFARE ACT skills and improve their ability to perform everyday tasks. This may include activities like − Promotes the creation of a child- grasping objects, feeding themselves, or friendly justice system focused on dressing. rehabilitation and restoration rather than Physical Therapy: Physical therapy is punishment. provided to children with physical disabilities or delays in motor development. Physical Juvenile Justice and Welfare Council therapists help improve strength, balance, and (JJWC) coordination − is a policy making, coordinating, Behavioral Therapy: Children with social, and monitoring body tasked through its emotional, or behavioral challenges may member and coordinating agencies with benefit from behavioral therapy. This type of the implementation of the Juvenile Justice therapy focuses on improving social skills, emotional regulation, and behavior and Welfare Act, as amended. management. REPUBLIC ACT NO. 9442 Special Education Services: Teachers who − AN ACT AMENDING REPUBLIC ACT NO. specialize in early childhood education may work with children to address learning 7277, OTHERWISE KNOWN AS THE disabilities or other cognitive delays. “MAGNA CARTA FOR DISABLED PERSONS, AND FOR OTHER PURPOSES” Family Support Services: Family counseling, training, and support are integral parts of early intervention. These services help families better understand their child’s condition and REPUBLIC ACT No. 10665 AN ACT how to foster positive development. ESTABLISHING THE OPEN HIGH SCHOOL SYSTEM IN THE PHILIPPINES Sensory Integration Therapy: For children with sensory processing disorders, this therapy - The Open High School System Act is helps them manage their responses to sensory an alternative mode of formal secondary stimuli, such as sound, touch, and light. education designed to provide flexible and accessible learning opportunities for students who may face barriers to traditional schooling. REPUBLIC ACT NO. 7277 ( REHABILITATION AND INTEGRATION OF DISABLED PERSONS IN MAINTSREAM SOCIETY ) - an act providing for the rehabilitation, self-development and self- reliance of disabled persons and their integration into the mainstream of society and for other purposes.