Foundation of Inclusive and Special Education PDF

**FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION** **(ProfEd F/TC4)** **Modules 2-3** **Topic:** - Definition, Goals, and Scope of Special and Inclusive Education **II. Learning Outcomes** A. Demonstrate an in-depth understanding of concepts related to inclusive and special education tha...

**FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION** **(ProfEd F/TC4)** **Modules 2-3** **Topic:** - Definition, Goals, and Scope of Special and Inclusive Education **II. Learning Outcomes** A. Demonstrate an in-depth understanding of concepts related to inclusive and special education that promote supportive environments to diverse learners as indicated in the DepEd Inclusive Education Policy. B. Demonstrate knowledge of responsive special and inclusive education programs for diverse learners. C. Compare and contrast Inclusive Education in the Philippines with that of International standards. **III. Content** **Inclusive Education in the Philippines** - **Republic Act (RA) 11650**, inked by President Rodrigo Duterte on March 11, 2022 provides that no learner shall be denied admission based on their disability. The new law provides that all schools, whether public or private, shall ensure equitable access to quality education to every learner with disability. "The policy of inclusion is hereby instituted in all early and basic education schools, both public and private - [**Enhanced Basic Education Act of 2013 (Republic Act No. 10533)**](https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/) Section 8, Inclusiveness of Enhanced Basic Education designed to address the physical, intellectual, psychosocial, and cultural needs of learners, the Department of Education (DepEd) adopts the enclosed **Child Find Policy for Learners with Disabilities (LWDs) Towards Inclusive e Education.** **Inclusion** - Is about belonging and membership in a community. Children with disabilities should feel welcomed and valued as participating members of a group while receiving expert services and instruction. **Inclusive Education** - Is an educational practice that places students with disabilities in the general education classroom along with typically developing children under the supervision and guidance of a general education teacher. It takes root in special needs and is anchored on the philosophy that every child has an inherent right to be educated equally with his peers, no matter how different he or she may appear in the society. **Special Needs Education** - Historically, Special Education has been regarded as an "attempt to increase the fairness of universal public education for exceptional learners' because there are " those with special difficulties or extraordinary abilities in learning(Kauffman & Hallahan 2005).. Acknowledging learner differences, the essence of special education lies in its goal to educate a certain population of students, particularly those at the tail ends of a normal statistical distribution of performance ( Thomas & Loxley 2001). In other words, ***special education tries to ensure that those perceived to have difficulties learning will be taught , albeit in a different way.*** **Vision for Children with Special Needs** - The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus**:** - " The State, community and family hold a common vision for the Filipino child with special needs. By the 21^st^ century, it is envisioned that he/she could be adequately provided with basic education. - This education should fully realize his/her own potentials for development and productivity as well as being capable of self-expression of his/her rights in society.. More importantly, he/she is God --loving and proud of being a Filipino. **Policy of Special Education** - The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to education among children and youth with special needs. - It is also envisioned that the child with special needs will get full parental and community support for his/her education without discrimination of any kind. This special child should also be provided with a healthy environment along with leisure and recreation and social security measures" (Department of Education Handbook on Inclusive Education, 2000) - Inclusive Education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs. **Goal of Special Education** - The goal of the special education programs of the Department of education all over the country is to provide children with special needs appropriate educational services within the mainstream of basic education. - The two-pronged goal includes : - The development of key strategies on legislation, human resource development, family involvement and active participation of government and non-government organizations.Likewise, there are major issues to address on attitudinal barriers of the general public and effort towards the institutionalization and sustainability of special education programs and services. - Provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living **Objectives of Special Education** - 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. - Implement a life-long curriculum to include early intervention and parent education, basic education and transitions programs on vocational training or preparation for college. - Make available an array educational programs and services: - The Special Education Center built on "a school within a school concept" as the resource center for children and youth with special needs. - Inclusive education in regular schools, homebound instruction, hospital instruction and community-based programs. - Alternative modes of service delivery to reach the advantaged children in far-flung towns, depressed areas and undeserved barangays. - Make available an array educational programs and services: - The Special Education Center built on "a school within a school concept" as the resource center for children and youth with special needs. **Scope of Inclusive Education** The concept of Inclusion is often discussed as though it applies only to students with disabilities. In reality, Inclusive Education has much wider scope. 1\. Valuing all students and staff equally. 2\. Reducing student's exclusion from schools and focusing their increase participation in the cultures, curricula and communities of local schools. 3\. To respond to the diversity of students in the locality, there is a need for restructuring the culture, policies and practices in schools.   4\. Reducing barriers to learning and participation for all students in the schools especially those who are categorized as having special educational needs. 5\. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely.   6\. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. 7\. Acknowledging the right of students to an education in their locality.   8\. Improving schools for staff as well as for students.   9\. Emphasizing the role of schools in building community and developing values, as well as in increasing achievement. 10\. Fostering mutually sustaining relationships between schools and communities.   11\. Recognizing that inclusion in education is one aspect of inclusion in society. The Scope of Inclusive Education on the basis of the persons it caters to can be described as ones who are covered under the title of Children with Special Needs (CWSN) as well as ones who are fully abled, yet are at a very disadvantaged position. **CWSN includes children facing the following problems:** ** ** 1\. Physical/Motor -muscular dystrophy, multiple sclerosis, chronic asthma, epilepsy, etc.   2\. Developmental/Intellectual -down syndrome, autism, dyslexia, processing disorders   3\. Behavioral/Emotional -ADD, bi-polar, oppositional defiance disorder, etc.   4\. Sensory Impaired - Blind, visually impaired, deaf, limited hearing etc. **Children in disadvantaged positions include:** 1\. Children engaged in workforce (through child labor or family profession) 2\. Children in remote and secluded areas with minimal access to the outside world. 3\. Children of migrant laborers and refugees (owing to natural calamities or war) 4\. Female Children living in unfavorable circumstances (sex trafficking, child marriage) 5\. Children of minority group (exclusion based on caste, religion, race etc.) 6\. Children suffering from abuse at home (from parents) **B. Inclusive Education in Other Countries** **1. IDEA -US** - The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children - On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). In adopting this landmark civil rights measure, Congress opened public school doors for millions of children with disabilities and laid the foundation of the country's commitment to ensuring that children with disabilities have opportunities to develop their talents, share their gifts, and contribute to their communities. - 1986- Extended this law to include preschool-age children and encourage states to develop comprehensive services for infants from birth to age three. - 1990- The 1975 law was further amended, and the name was changed to the **Individuals with Disabilities Education Act (IDEA),** which replaced the term handicapped children with the "person-first" phrase individual s with disabilities- small change with a very big impact. - **Public Law 102-119-** required infants and toddlers to have services delivered in normalized settings. - **Public Law** 108-446-Individuals with Disabilities Education Improvement Act (IDEIA) - young children to receive services without requiring a more specific diagnosis than **developmentally delayed.** - **American with Disabilities Act (ADA) --** assures reasonable accommodations for all individuals with disabilities. **Some other Countries Supporting Inclusive and Special Education** - **Ethiopia** has ratified the UN Convention on the Rights of Persons with Disabilities in 2006, which recognizes the right of persons with disabilities to inclusive education at all levels of the education system. This enhances its recipients' quality of life, enabling them to become independent, productive citizens with sense of dignity and self-worth. In this regard, inclusive learning environments will aid all children in their learning and meet their potential. - **Singapore** ratified the Convention for the Rights of Persons with Disabilities in 2013 and the Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled in 2015. - Students with the cognitive abilities and adaptive skills to access the national curriculum and learn in large-group settings receive education in mainstream schools. For students with moderate-to-profound visual impairment and hearing loss, special resources and specifically trained teachers cater for their needs in seven mainstream schools. - More than 80% of students with special education needs access their learning in inclusive classroom settings, which can be found in all mainstream schools. - Currently, up to 20% of students requiring more specialized and intensive support are educated in government-funded special education (SPED) schools. These 19 SPED schools are run by 12 social service agencies with decades of experience in specialized support for students with specific disabilities. - In 2012, the Supreme Court of **Canada** (SCC) handed down a landmark decision on disability rights. The decision in the Moore case (Moore vs B.C.) states that students with disabilities are entitled to receive the accommodation measures they need to access and benefit from the service of public education. - In this regard, the Court said that adequate special education is not "a dispensable luxury". The Court acknowledged that such measures serve as "the ramp that provides access to the statutory commitment to education made to all children in British Columbia." - The Kothari Commission, 1964, recommended for sending the CWSN in the mainstream school. Through the Integrated Education of Disabled Child (IEDC) Scheme, Government of **India** made an attempt for "integrated education" of CWSN in 1974. - Thus the rights of the children between the ages of 6-14 for the education were ensured. The IEDC Scheme was designed to promote the integration of students with mild to moderate disabilities into regular schools. - Further it stressed for the retention of CWSN in the regular school system. The National Policy on Education 1986 continued the spirit of IEDC Scheme and stated" mild disabilities should be included in the mainstream classroom **FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION** **(ProfEd F/TC4)** **BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION** **Module 4** **Topic:** **Review of the Bases** - **Psychological Bases** **II. Learning Outcomes** A. Demonstrate understanding of the philosophies, theories, and legal bases of special and inclusive education including its application; B. **Discuss the various child development theories in relation to the different milestones of each stage.** **III. Content** **During the early 20^th^ century, interest in child development began, specifically, that which focused on detecting abnormalities. Certain theories were discovered based on this interest to appreciate the growth that children experience from birth to adolescence.** **Typical and Atypical Development** **The term typical development refers to the normal progression where children grow by acquiring knowledge, skills, and behavior called developmental milestones at a certain time frame.** **Atypical development is a term used when development does not follow the normal course. More so a child is developing atypically when he/she reaches a milestones earlier or later than other children his/her age.** **Domains of Development** **The developmental milestones are categorized into four domains namely, physical, social, emotional, language and cognitive.** **Physical domain refers to the development of physical changes such as size and strength. The development occurs in both gross and fine motor skills. The development of the senses and their uses are also part of the physical domain which is influenced by illness and nutrition.** **A child's experience,, expression, and management of emotions along with the ability to establish positive relationships with others refer to the socio-emotional domain.** **The language domain refers to the process of acquiring language in a consistent order without the need for explicit teaching from the environment.** **Construction of thought process which includes remembering, problem solving, and decision making refers to the cognitive domain.** **Psychological Bases** **1. Piaget's Cognitive Development** - Cognition refers to thinking and memory processes, and cognitive development refers to long-term changes in these processes. One of the most widely known perspectives about cognitive development is the cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget created and studied an account of how children and youth gradually become able to think logically and scientifically. - Piaget believed that learning proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the main focus of Piaget's cognitive theory. - After observing children closely, Piaget proposed that cognition developed through distinct stages from birth through the end of adolescence. By "stages" he meant a sequence of thinking patterns with four key features: 1. 2. 3. 4. - Basically, this is a "staircase" model of development. Piaget proposed four major stages of cognitive development, and called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Each stage is correlated with an age period of childhood, but only approximately. ### 1\. The Sensorimotor Stage Ages: Birth to 2 Years Major Characteristics and Developmental Changes: - The infant knows the world through their movements and sensations - Children learn about the world through basic actions such as sucking, grasping, looking, and listening - Infants learn that things continue to exist even though they cannot be seen ([object permanence](https://www.verywellmind.com/what-is-object-permanence-2795405)) - They are separate beings from the people and objects around them - They realize that their actions can cause things to happen in the world around them 2\. The Preoperational Stage Ages: 2 to 7 Years Major Characteristics and Developmental Changes: - Children begin to think symbolically and learn to use words and pictures to represent objects. - Children at this stage tend to be egocentric and struggle to see things from the perspective of others. - While they are getting better with language and thinking, they still tend to think about things in very concrete terms. 3\. The Concrete Operational Stage Ages: 7 to 11 Years Major Characteristics and Developmental Changes - During this stage, children begin to thinking logically about concrete events - They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example - Their thinking becomes more logical and organized, but still very concrete - Children begin using inductive logic, or reasoning from specific information to a general principle 4\. The Formal Operational Stage Ages: 12 and Up Major Characteristics and Developmental Changes: - At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems - Abstract thought emerges - Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning - Begin to use deductive logic, or reasoning from a general principle to specific information **2. Albert Bandura's Social Learning Theory** **The Theory** - It was [Albert Bandura](https://en.wikipedia.org/wiki/Albert_Bandura)'s intention to explain how children learn in social environments by observing and then imitating the behavior of others. In essence, he believed that learning could not be fully explained simply through reinforcement, but that the presence of others was also an influence. He noticed that the consequences of an observed behavior often determined whether or not children adopted the behavior themselves. - Through a series of experiments, he watched children as they observed adults attacking Bobo Dolls. When hit, the dolls fell over and then bounced back up again. Then children were then let loose, and imitated the aggressive behavior of the adults. However, when they observed adults acting aggressively and then being punished, Bandura noted that the children were less willing to imitate the aggressive behavior themselves. Four Principles of Social Learning 1. *Attention-* People cannot learn much by observation unless they attend to, and perceive accurately, the significant features of the modelled behaviors. 2. *Retention**-*** People cannot be much influence by observation of modelled behavior if they do not remember it. 3. Motor Reproduction- Involves converting symbolic representations into appropriate actions by organizing one's responses spatially and temporally in accordance with the modelled patterns. 4. *Motivational Process***-** People do not enact everything they learn. They are more likely to adopt modeled behavior if it results in outcomes they value than if it has unrewarding or punishing effects...those behaviors that seem to be effective for others are favored over behaviors that are seen to have negative consequences. How it can be applied to education - Social modelling is a very powerful method of education. If children see positive consequences from a particular type of behavior, they are more likely to repeat that behavior themselves. Conversely, if negative consequences are the result, they are less likely to perform that behavior. Novel and unique contexts often capture students' attention, and can stand out in the memory. - Students are more motivated to pay attention if they see others around them also paying attention. Another less obvious application of this theory is to encourage students to develop their individual [self-efficacy](http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm) through confidence building and constructive feedback, a concept that is rooted in social learning theory. **3. Lev Vygostsky's Scaffolding** - Vygotsky scaffolding is part of the education theory the zone of proximal development. The zone of proximal development states that each student, for each subject, has three levels of learning: things the student can accomplish on her own, things she can accomplish with help from someone else (the zone of proximal development) and things she can\'t accomplish no matter how much help she has. **The ZPD and Vygotsky scaffolding theory is that students learn the most when they\'re in their ZPD.** - The Zone of Proximal Development is defined as **the space between what a learner can do without assistance** and what a learner can do with adult guidance or in collaboration with more capable peers. - The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students\' intelligence. He also created ZPD to further develop Piaget's theory of children being lone learners. The Four Stages of the Zone of Proximal Development 1. Assisted Performance ----------------------- - The first stage takes place when a child is first learning a new subject matter or skill and requires help from someone with greater knowledge than his own. Typically, the person who assists the child is someone in a position of authority, such as a teacher, parent or coach who has developed an expertise in the subject area or skill. The assisted child learns through a series of instructional methods that include lecture, question-and-answer, problem solving and positive reinforcement. 2. Unassisted Performance ------------------------- - As a child gains understanding of the new subject or skill, she moves into the second stage, in which she performs tasks without relying on the person who was assisting her. Though she may not have gained mastery, she is now confident enough to work through the task by herself, even if she makes occasional mistakes. The second stage is still considered a beginning stage because the child has not attained full capacity. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 3. Full Internalization ----------------------- - In the third stage, a student\'s knowledge reaches the point where performance is automatic and fully developed. Any doubts are gone during this stage, and the student has internalized the skills necessary to perform the task with proficiency. Expert assistance or tutelage is not required or needed, and in fact the student may resent the intrusion or advice of the expert now that he has fully developed his own level of expertise. 4. De-automization ------------------ - The fourth and final stage typically occurs later in life when the student becomes an adult and loses the ability to perform at a proficient level. At that point, she must go through the development process again to restore knowledge and skills she has lost. Reasons for de-automization may include personal crisis, sudden trauma, gradual erosion of skills due to age, and major life changes. Self-evaluation and continuing education are measures that may help delay de-automization, but it is an inevitable occurrence that requires individuals to regress to the beginning of the learning cycle to regain mastery. **4. Jean Lave's Situated Learning** - Situated Learning Theory was initially proposed by Jean Lave and Etienne Wenger in the late 1980s. The concept of Situated Learning Theory is that learning occurs within authentic context, culture, and activity and that it is widely unintentional.   It promotes the idea that students learn better in collaborative group settings and when the activities are based on real-life experiences. - A classroom that uses and follows the Situated Learning Theory would provide enriched learning experiences for students by allowing them interactive and hands-on learning activities. Computer based activities would fit in well in this classroom because they allow for authentic interaction amongst the students. This also fosters skills that students will benefit from outside of the classroom. Examples: - [Workshops](http://en.wikipedia.org/wiki/Workshop), [kitchens](http://en.wikipedia.org/wiki/Kitchen), [greenhouses](http://en.wikipedia.org/wiki/Greenhouse) and [gardens](http://en.wikipedia.org/wiki/Garden) used as [classrooms](http://en.wikipedia.org/wiki/Classroom) - Stand-up [role playing](http://en.wikipedia.org/wiki/Role_playing) in the real world setting, including most [military training](http://en.wikipedia.org/wiki/Military_training) (much of which, though, takes a behaviourist approach) - [Field trips](http://en.wikipedia.org/wiki/Field_trip) including [archaeological digs](http://en.wikipedia.org/wiki/Excavation_(archeology)) and [participant-observer](http://en.wikipedia.org/w/index.php?title=Participant-observer&action=edit&redlink=1) studies in an alien culture - On the job training including [apprenticeship](http://en.wikipedia.org/wiki/Apprenticeship) and [cooperative education](http://en.wikipedia.org/wiki/Cooperative_education) - Sports practice, music practice and art are situated learning by definition, as the exact actions in the real setting are those of practice -- with the same equipment or instruments - The construction of knowledge needs to be embedded in a context where learners can actually participate and apply what is learned. The social aspect is not enough by itself. The nature of situated learning and the emphasis on LLP as a way to understand how learning develops can be applied in instruction to understand and design learning processes. As Lave and Wenger (1991) state, "Rethinking schooling from the perspective afforded by LLP will turn out to be a fruitful exercise" **FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION** **(ProfEd F/TC4)** **BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION** **Modules 5-6** **Topics** 1. Philosophical Bases - Inclusivity - Equality 2. Historical/ Sociological **II. Learning Outcomes** A. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments for learners with special needs. B. Develop the ability to create safe, inclusive, and culturally responsive learning environments for students with additional leaves. **III. Content** **PHILOSOPHICAL BASES** - **Inclusivity** The practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those having physical or mental disabilities or belonging to other minority groups. **Acknowledge individuals have unique and particular needs in the learning and work environment**. Respect each individual\'s right to express and present themselves relative to their religion, culture, ethnic background, sexual orientation, gender -identity, physical and mental ability. - **Equality** "The state of being equal.\" It\'s one of the ideals a democratic society, and so the fight to attain different kinds of equality, like racial equality, gender equality, or equality of opportunity between rich and poor, is often associated with progress toward that ideal of everyone being truly equal. A. **Creating Inclusive Cultures** 1. **What Stakeholders Can Do** - ***Set the parameters for inclusion-*the government has identified key people and professions, and highlighted important factors leading to the success of education. These clearly show not just an attempt to centralize inclusive practices but an initiative to make the welfare and development of children with additional needs the responsibility of all.** - ***Build key people-* the government recognizes the need for teacher training, both in the special needs education and general education levels. Calls are made for continuing research and forming policies to further refine the inclusive process and have it tailored to fit the needs of children with additional needs.** - ***Identify and eradicate barriers*** - **Attitudes, values systems, misconceptions, and societal norms** - **Physical barriers-lack of building, facility, transportation, road accessibility** - **Curriculum- a rigid "one size fits all" type of curriculum that does not allow for individual differences and opportunity for growth.** - **Lack of teacher training and low teacher efficacy** - **Poor language and communication** - **Lack of funding** - **Lack of policies** - **Organization of educational systems** - **Too much focus on performance-based standards.** 2. **Special Education vs. Mainstreaming vs. Inclusive Education** **Part of the need to occur when creating cultures is to determine distinctions among frameworks and practices.** **Special Education- assesses, instructs, and evaluates students individually and intentionally. It is beneficial to those with very unique needs as well** **Mainstreaming- the inclusion \'of learners with special needs into general educational settings or regular schools**. Mainstream education settings should ensure that the needs of all students are addressed and that all barriers which can potentially hinder their participation be removed. **Inclusive Education-**means that all students attend and are welcomed by their neighborhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. B. **Producing Inclusive Policies** **The following is a list of other possible steps that educators can take to facilitate societal shift and inform policy.** - ***Involve other sectors of society-* for an inclusive set-up to truly be successful, active involvement of the entire community must be ensured. Become more aware of the PWD population. The more aware a community is, the more it will be able to help.** - ***Collaborate-*Whether creating an academic program specific to a child with additional needs or creating a new legislative bill for the PWD community, collaboration is crucial. Each member of the inclusive education team should collaborate wisely to benefit the child with additional needs.** - ***Recognize the shift in roles of the teachers-*SPED teacher's role should be the prime mover in the inclusive education framework to ensure a good inclusive program is provided to children with additional needs. General education teachers must go to skills training and capacity building workshops to ensure they are supporting all types of learners in their classroom appropriately.** - ***Include transitions in planning-*Schools have to reflect on their current policies and practices to check their readiness for an inclusive set-**up. Schools may look at the following: - **Student admissions** - **Accessibility to utilities and facilities** - **Supports available to students, parents, and school personnel** - **Learner accommodations** - **Exclusionary or discriminatory incidents** - **Number of bullying cases** - **Faculty and staff promotions** C. **Evolving Inclusive Practices** **The term "evolving" assumes that we already have strategies in place which we just have to revisit for possible tweaking. It suggests advancement and positive growth, which means we can look at these existing strategies and just adjust according to the needs of our students along the way.** 1. **Universal Design for Learning (UDL)-is a classroom practice that ensures the participation and achievement of all types of learners and where the teacher assumes diversity and uniqueness for all students in the classroom.** **In UDL, teachers are supposed to present information and materials in many different ways, taking into consideration that some students may have not fully absorbed the lesson the first time it was presented.** 2. **Differentiated Instruction- is a teacher's response to students' varying needs, interest, and learning styles. It is the use of a variety of teaching and learning strategies that are necessary to meet the diverse needs of students in any class. Content, process, product, learning environment are the elements in the curriculum that can be differentiated. It can be achieved by providing materials and tasks:** - **At varied level of difficulty** - **With varying levels of instructional support** - **By using multiple grouping arrangement** - **That involve student choice** - **Use varied evaluation strategies** **Historical and Sociological Bases** 1. **Convention on the Rights of the Child** - The Convention on the Rights of the Child is part of the legally binding international instruments for the guarantee and the protection of Human Rights. Adopted in 1989, the Convention's objective is to protect the rights of all children in the world. - The Convention is the first legally binding international instrument of Children's Rights protection. That means that it establishes an obligatory force to the body of all the rights it stipulates. That implies the States that ratified the Convention are obligated to respect and to ensure that all rights it establishes in the name of children are respected. - The Convention comprises 54 articles that establish the body of all children's civil and political rights, as well as their economic, social and cultural rights. It also advocates the protection and promotion of the rights of special needs children, of minority children and of refugee children - The four core principles of the Convention are: 1\. Non-discrimination 2\. Devotion to the best interests of the child 3\. The right to life, survival and development 4\. Respect for the views of the child 2. **UNESCO** promotes effective practices and knowledge sharing through various platforms, such as empowering teachers, empowering learners , website, developed in cooperation with the European Agency for Special Needs and Inclusive Education and the online knowledge. Four key elements of inclusion according to UNESCO to conceptualize inclusive education 3. **Education for All (EFA)in the Philippines** - Improving aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. - In 2015 EFA initiative included provisions to ensure all Filipinos were able to achieve what UNESCO calls "functional literacy" the ability to read, write ad do calculations at a level that is sufficient for the country in which a particular person lives - The role of educators in the 21^st^ century should be helping every student learn how to learn. It's inspiring creativity, encouraging collaboration, expecting and rewarding critical thinking, and teaching not only how to communicate, but also the power of effective communication. 4. **K to 12 Inclusion Policy** - The principle of inclusion promotes institutional sensitivity and responsiveness to the nature, situation, and realities of our country's learners and directs the Department to proactively address these through the curriculum and other interventions. This is institutionalized by K to 12 through Inclusive Education, a policy perspective realized through the development and implementation of learner-centered and context-responsive programs. **FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION** **(ProfEd F/TC4)** **BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION** **Modules 7- 8** **Topics:** **1.** Legal Basis of Special Education 2\. Principles, Policies, and Dimensions **II. Learning Outcomes** A. Demonstrate knowledge of the development of Special and Inclusive Education in the local and international contexts by constructing a historical timeline. B. Discuss the principles, policies and dimensions in special education. **III. Content** LEGAL BASES ----------- The principle of inclusion as a basis for development initiatives including education has been highlighted in international legal and standard-setting instruments, and Philippine laws. These laws and instruments are premised on the fundamental importance of recognizing the right to quality basic education of all learners, especially the disadvantaged and marginalized, who may be in unique situations and have different learning needs due to their personal, social, cultural, and economic context. These serve as pillars of this Inclusive Education Policy Framework. A. **The 1987 Philippine Constitution** - Article XIV, Sections 1 and 2 explicitly upholds the protection and promotion of the right of all citizens to quality education at all levels, which requires the Philippine government, among others, to: i. Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society (Section 2(1) ii. Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs (Section 2(4); and iii. Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency and other skills (Section 2(5). B. **Republic Act No. 10533** otherwise known as The Enhanced Basic Education Act of 2013, and its Implementing Rules and Regulations (IRR), define the inclusiveness of enhanced basic education through the implementation of programs designed to address the physical, intellectual, psycho-social and cultural needs of learners, which shall include, but shall not be limited to, Programs for Learners with Disabilities, Programs for Learners under Difficult Circumstances, Madrasah Program, Indigenous Peoples Education Program, and Programs for the Gifted and Talented (Section 8). - **The Alternative Learning System** is a parallel learning system to the formal education system usually conducted in community learning centers. Established by the 2001 Governance of Basic Education Act, it provides an opportunity for the out-of-school population to access and complete basic education. - **Alternative delivery mode programmes** are based on self-learning modules to cater for learners in difficult and different circumstances. C. **Republic Act No. 8371** otherwise known as The Indigenous Peoples Rights Act of 1997 mandates the State to provide equal access to various cultural opportunities to ICCs (Indigenous Cultural Communities\]/IPs through the education system without prejudice to their right to establish and control their educational systems and institutions by providing education in their own language, and in a manner appropriate to their cultural methods of teaching and learning (Article II, Section 2) D. **Presidential Decree No. 603,** otherwise known as **the Child and Youth Welfare Code**  - Issued in December 1974, legally defines special categories of youths, including youthful offenders, and directs the Ministry of Social Services and Development (MSSD) to provide comprehensive services to assist in youth development. - The Council for the Welfare of Children (CWC) was created through Presidential Decree 603, otherwise known as the Child and Youth Welfare Code in 1974. It is mandated to coordinate the implementation and enforcement of laws, formulate, monitor and evaluate policies, programs and measures for children. - **Child and Youth Welfare** refers to services and activities designed for the care, protection, participation and rehabilitation of children and youth in difficult situations and ensure their social adjustment, total growth and development. - Neglected child under PD 603- - Repetition of Offenses- a child who is 15 years of age or below fifteen years of age and who commits an offense for the third time or oftener shall be deemed a NEGLECTED CHILD under this law. E. **Republic Act No. 10665 of 2015 also known as the Open High School System Act** declares the policy of the state to broaden access to relevant quality education through the employment of an alternative secondary education program to overcome personal, geographical, socio-economic, and physical F. **Republic Act No. 7610 of 1992** also known as Special Protection Against Abuse, Exploitation and Discrimination Act declares that it is a State policy to provide special protection to children from all forms of abuse, neglect, cruelty, exploitation and discrimination, and other conditions prejudicial to their development; provide sanctions for their commission and carry out a program for prevention and deterrence of and crisis intervention in situations of child abuse, exploitation and discrimination constraints. G. **Republic Act No. 9344** or The Juvenile Justice and Welfare Act of 2006 requires educational institutions to work together with families, community organizations and agencies in the prevention of juvenile delinquency and in the rehabilitation and reintegration of child in conflict with the law. H. **Republic Act No. 9442** (approved in 2007) or An Act Amending Republic Act No. 7277 of 1992, otherwise known as the Magna Carta For Disabled Persons mandates the provision of educational assistance to persons with disabilities, for them to pursue primary, secondary, tertiary, post tertiary education, as well as vocational or technical education, in both public and private schools. I. **RA 7277 Rehabilitation, and Integration of Disabled Persons in Mainstream Society** - An Act Providing For The Rehabilitation, Self-Development And Self-Reliance Of Disabled Person And Their Integration Into The Mainstream Of Society And For Other Purposes. \... Toward this end, the State shall adopt policies ensuring the rehabilitation, self-development and self-reliance of disabled persons. **PRINCIPLES, POLICIES AND DIMENSIONS** **1. Early Intervention** Early intervention refers to services and supports that can help young children with developmental delays. It is like special education but it is for eligible infants and toddlers who are behind at reaching developmental milestones. Early Intervention Services are special services for infants and toddlers at risk for developmental delays. These services are designed to identify and meet children's needs in five developmental areas: physical, cognitive, communication, social or emotional development, sensory and adaptive development. **2. Process of Inclusion: Philippine Model** 1\. Self- instruction 2\. Self-monitoring 3\. Self-reinforcement 4\. Self-determination **Inclusion** is a process. It is concerned with the identification and removal of barriers. It involves collecting, collating and evaluating information from a wide variety of sources in order to plan for improvements in policy and practice. **Partial Mainstreaming towards or partial inclusion classroom --**student with special need is educated in regular classes at least half day because the remaining hours/time will be spent through specialized services or he was pulled out in class to receive additional help or specialize services **Full mainstreaming or full inclusion classroom-** students with special needs are in the regular classroom together with regular students (whole day) and receive all special services in the regular classroom. **3. Transition Program** As defined in IDEA, transition services are a coordinated set of activities for students with disabilities that is designed to be a results-oriented process that focuses on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school. The Transition Program is designed to teach independent living skills, including vocational skills to students receiving special education services ages 18-22. As they make progress, students fine-tune their work abilities, determine job preferences, and learn to work with growing independence. Transition in inclusive education is a part of the overall Individualized Education Program, or IEP, and it defines the move from public school to adult life. The IEP transition plan, as it is called, is required by law for students with a learning disability. The Transition Program aims to help special learners become functional in spite of their disabilities. It aims to make them enjoy their daily lives, and empower them to become more useful and productive citizens. 4**. Sustaining Programs** The SPED program of DepEd provides a holistic approach in catering to the needs of learners with various exceptionalities will have access to quality education by giving them their individual and unique learning needs. The special needs of special education and programs serve children with emotional, behavioral, or cognitive impairments, or with intellectual, hearing, vision, speech, or learning disabilities; gifted children with advanced academic abilities, and children with orthopedic or neurological impairments. **5. National IP Education Policy** Adopting the National Indigenous Peoples Education Policy Framework, this is intended to be an instrument for promoting shared accountability, continuous dialogue, engagement, and partnership among government, IP communities, civil society, and other education stakeholders. IP Education is the right of indigenous peoples (IP) to basic education that is responsive to their context, respects their identities, and promotes the value of their indigenous knowledge, skills, and other aspects of their cultural heritage. Fundamental to IPED is establishing institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them.