Study Notes: Foundation of Special and Inclusive Education PDF

EDUC 7 (FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION) STUDY NOTES for Summative Test No. 2 Type of Test : MULTIPLE-CHOICE What to Prepare : Pencil and Eraser II. Bases and Policies of Special an...

EDUC 7 (FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION) STUDY NOTES for Summative Test No. 2 Type of Test : MULTIPLE-CHOICE What to Prepare : Pencil and Eraser II. Bases and Policies of Special and Inclusive Education A. Review of the Bases FULL KEY PROVISIONS RELATING TO PWDS, SPECIAL, SIGNED/RATIFIED/ADOPTED Framework/Policy TITLE/DESCRIPTION AND INCLUSIVE EDUCATION BY - Recognizes the rights of all children, including those United Nations United Nations General Convention on the with disabilities, to education, health care, and Convention on the Assembly Rights of the Child protection. Rights of the Child (1989) - Ensures inclusive education and equal opportunities (UNCRC) Philippines ratified in 1990 for children with disabilities. - Promotes inclusive and equitable quality education UNESCO EFA (Education for Dakar Framework for for all, including children with disabilities. All) (2000) Action - Aims to ensure that the learning needs of all Adopted by the Philippines children, youth, and adults are met by 2015. - Integrates inclusive education principles in the K to Department of Education Department of K to 12 Inclusion 12 curriculum. (DepEd) Education K to 12 Policy (2013) - Ensures that learners with disabilities have access to Inclusion Policy Secretary of Education quality education and support services. KEY PROVISIONS RELATING TO PWDS, SPECIAL, SIGNING RA/BP/AO NUMBER FULL TITLE/DESCRIPTION AND INCLUSIVE EDUCATION AUTHORITY An act to enhance the mobility of disabled persons President BP 344 (1983) Accessibility Law by requiring certain buildings, institutions, establishments Ferdinand E. and public utilities to install facilities and other devices. Marcos, Sr. Hon. Corazon Alma G. De - An act providing for the rehabilitation, self- Leon development and self-reliance of disabled persons and RA 7277 (1992) Magna Carta for Disabled Persons their integration into the mainstream of society and for Author: Ejercito, other purposes. Joseph Victor G. - Provides additional privileges and incentives for PWDs, including a 20% discount on various services and President Gloria RA 9442 (2007) Amendments to RA 7277 products. Macapagal- - Penalizes ridicule, verbal and non-verbal abuses against Arroyo PWDs. An Act Establishing an Institutional - Establishes PWD Affairs Offices (PDAOs) in every President Gloria Mechanism to Ensure the province, city, and municipality. RA 10070 (2010) Macapagal- Implementation of Programs and - Facilitates the implementation of programs and services Arroyo Services for PWDs for PWDs. An Act Authorizing the President Commission on Elections - Mandates accessible polling places for PWDs and senior RA 10366 (2013) Benigno S. (COMELEC) to Establish Precincts citizens during elections. Aquino III for PWDs and Senior Citizens - Requires government agencies and private President An Act Expanding the Positions corporations to reserve at least 1% of their workforce for RA 10524 (2013) Benigno S. Reserved for PWDs PWDs. Aquino III - Provides equal opportunity for employment to PWDs. - Expands the benefits and privileges granted under RA DSWD An Act Expanding the Benefits 9442. RA 10754 (2016) NCDA and Privileges of PWDs - Includes VAT exemption for certain goods and services DOH purchased by PWDs. An Act Providing for the President RA 11228 (2019) Mandatory PhilHealth Coverage - Ensures mandatory PhilHealth coverage for all PWDs. Rodrigo R. for All Persons with Disabilities Duterte President - Ensures inclusivity in the K-12 curriculum to cater to the RA 10533 (2013) Enhanced Basic Education Act Benigno S. diverse needs of learners, including those with disabilities. Aquino III - Promotes education that respects the cultural identity President Fidel RA 8371 (1997) Indigenous Peoples’ Rights Act and special needs of indigenous peoples, including V. Ramos those with disabilities. Special Protection of Children - Provides special protection for children, including those President RA 7610 (1992) Against Abuse, Exploitation, and with disabilities, against abuse, exploitation, and Corazon C. Discrimination Act discrimination. Aquino President Gloria - Protects the rights of children in conflict with the law, RA 9344 (2006) Juvenile Justice and Welfare Act Macapagal- including those with disabilities. Arroyo President - Provides access to quality education for marginalized RA 10665 (2015) Open High School System Act Benigno S. groups, including learners with disabilities. Aquino III  - Establishes training programs for teachers of the blind. President An Act to Promote the Education RA 3562 (1963) - Provides for the establishment of special classes for blind Diosdado of the Blind in the Philippines students. Macapagal An Act Establishing a Ten-Year President Teacher Training Program for - Develops a systematic program for training special RA 5250 (1968) Ferdinand E. Teachers of Special and education teachers. Marcos, Sr. Exceptional Children President - An act providing for the establishment and RA 232 (1982) Education Act of 1982 Ferdinand E. maintenance of an integrated system of education. Marcos, Sr. - Declares August 1 as White Cane Safety Day to President RA 6759 (1989) White Cane Act promote awareness and respect for the rights of blind Corazon C. individuals. Aquino President Gloria - Mandates newborn screening to detect conditions that RA 9288 (2004) Newborn Screening Act Macapagal- may lead to disabilities if untreated. Arroyo - Mandates the state to protect and promote the right of The 1987 Philippine 1986 all citizens, including PWDs, to quality education. Constitution, Art XIV, Education Provisions Constitutional - Guarantees accessibility and support for PWDs in Sec 1 & 2 Commission educational institutions. President - Recognizes the rights of children, including those with PD 603 (1974) Child and Youth Welfare Code Ferdinand E. disabilities, to education, health, and special protection. Marcos, Sr. Annual Observance of the - To promote and conduct relevant activities in the President Gloria AO 35 (2002) National Disability Prevention and annual celebration of the National Prevention and Macapagal- Rehabilitation Week Rehabilitation week Arroyo Declaring the Period of 2013-2022 President Proclamation No. 688 as the Philippine Decade of Make - Implements plans, programs, and activities geared Benigno S. (2012) the Right Real for Persons with towards the development of persons with disabilities Aquino III Disabilities National NCDA Administrative Guidelines on the Issuance of - Sets the procedures for the issuance of PWD ID cards to Council on Order No. 001, s. PWD ID Cards relative to RA 9442 avail of privileges under RA 9442. Disability Affairs 2009 (NCDA) Guidelines in the - Ensures non-discrimination in admissions policies of Admission of higher education institutions for students with disabilities. Students with Commission on Disabilities in Higher Guidelines for Admission of Higher Education and Post- Students with Disabilities - Provides reasonable accommodations in teaching and Education Secondary assessment processes. (CHED) Institutions in the Philippines (2004) Civil Service Express Lanes for PWDs in all Civil Service - Mandates the provision of express lanes for PWDs in all Commission MC No. Commercial and Government Commission commercial and government establishments. 20, s. 2017 Establishments (CSC) B. Principles, Policies, and Dimensions FRAMEWORK/ KEY COMPONENTS/DESCRIPTION SALIENT FEATURES AND PRACTICES PROGRAM - A process of providing services, education, and support - Focus Areas: Cognitive, Communication, Physical, Self- to young children with developmental delays or disabilities. help, and Social/Emotional development. - Services: Assistive technology, audiology, counseling, Early - Supports families during the critical early years of a child’s developmental monitoring, medical, nursing, nutrition, Intervention development. occupational therapy, physical therapy, psychological, special instruction. - Programs: Early screening, evaluation, and assessment - Promotes age-appropriate growth and development. for developmental delays. - Models of inclusion focusing on self-instruction, self- - Partial Mainstreaming: Placement in regular classrooms Process of monitoring, self-reinforcement, and self-determination for for part of the day to learn survival and independent living Inclusion: children with special needs. skills. Philippine - Full Mainstreaming: Children with IEPs attend regular - Promotes inclusive education through mainstreaming Model classrooms for social and academic benefit, adapting strategies. curriculum to their needs. - Aims to teach independent living and vocational skills to - Components: Transition services include coordinated students with disabilities, focusing on the transition from activities focusing on academic and functional Transition school to adult life. achievements to prepare students for post-school life. Program - Integrated into the Individualized Education Program (IEP) - Goal: Empower learners to become functional, for students with disabilities. productive citizens despite their disabilities. - Develops models to enhance access to early learning - SPED Centers: Established 276 Special Education Centers and schooling for children with disabilities. nationwide. Sustaining - Support: Provision of SPED items, funding, teacher Programs - Models effective inclusive education programs for training, development of instructional materials, and replication. advocacy strategies like SPED caravans. - A policy framework promoting shared accountability, - IP Education Rights: Responsive basic education that dialogue, engagement, and partnership among respects the identities and cultural heritage of Indigenous National IP government, IP communities, civil society, and education Peoples (IP). Education stakeholders. Policy - Partnerships: Institutionalized collaboration between - DepEd Order No. 32, s. 2015: Adopts the Indigenous indigenous communities and schools/learning programs Peoples Education Curriculum Framework. serving them. C. Child Development Theories and Typical and Atypical Development Among Children  KEY TYPICAL AND ATYPICAL RELEVANCE TO SPECIAL AND THEORY/THEORIST CONCEPTS/DESCRIPTION DEVELOPMENT INCLUSIVE EDUCATION - Supports understanding of - Proposes eight stages of - Typical Development: Successful emotional and social needs of psychosocial development, resolution of conflicts leads to a children with disabilities, each characterized by a healthy personality and emphasizing positive reinforcement specific conflict that must be acquisition of basic virtues. and promoting self-esteem through resolved. successful resolution of conflicts. Erik Erikson’s Psychosocial - Stages include: Trust vs. Mistrust, Development Theory Autonomy vs. Shame/Doubt, - Highlights the importance of - Atypical Development: Initiative vs. Guilt, Industry vs. providing supportive environments Unresolved conflicts may result in Inferiority, Identity vs. Role and interventions to help students maladaptive behaviors, such as Confusion, Intimacy vs. Isolation, navigate each stage successfully mistrust, shame, guilt, or inferiority Generativity vs. Stagnation, and and address psychosocial issues complex. Integrity vs. Despair. early on. - Encourages differentiated - Typical Development: Children - Proposes four stages of instruction and teaching methods progress through stages, cognitive development: based on students' cognitive levels developing abilities like symbolic Sensorimotor (0-2 years), and readiness, adapting the thinking, logical reasoning, and Preoperational (2-7 years), curriculum to meet individual abstract thinking. Concrete Operational (7-11 learning needs. Piaget’s Cognitive years), and Formal Operational Development Theory - Supports the use of concrete, (11+ years). - Atypical Development: Delays or - Emphasizes how children hands-on activities and real-world atypical progression through construct knowledge through experiences to aid in the learning of stages can lead to difficulties in interactions with the students who may struggle with problem-solving, abstract thinking, environment. abstract reasoning and conceptual and reasoning. understanding. - Highlights the need for positive role models, peer tutoring, and social - Emphasizes learning through - Typical Development: Children skills training in inclusive settings. observation, imitation, and learn social behaviors, norms, and Promotes inclusive practices by modeling of others’ behaviors, skills through role models and teaching appropriate behaviors attitudes, and emotional reinforcement. through modeling and reactions. reinforcement. Albert Bandura’s Social - Introduces the concept of self- Learning Theory efficacy and reciprocal determinism, where personal - Advocates for creating - Atypical Development: Exposure factors, behaviors, and environments that boost self- to negative models can lead to environmental influences efficacy in students with disabilities, maladaptive behaviors, and low interact. helping them believe in their ability self-efficacy can hinder to succeed in various tasks and motivation and skill development. settings. - Emphasizes the importance of - Proposes that social interaction - Typical Development: Children individualized support and and cultural context are learn best with the help of more scaffolding in teaching students fundamental to cognitive knowledgeable others (teachers, with special needs, helping them development. peers), who provide scaffolding to achieve beyond their current - Scaffolding is the process of support learning. capability in inclusive settings. Lev Vygotsky’s providing temporary support to Scaffolding help a child achieve a task within their Zone of Proximal - Supports collaborative learning, - Atypical Development: Children Development (ZPD), the gap peer-assisted learning, and with developmental delays may between what they can do teacher-student interactions that require tailored scaffolding and alone and what they can do facilitate the inclusion and additional support to progress with help. academic growth of students with within their ZPD. diverse needs. - Promotes the integration of - Typical Development: Children community-based learning and learn through participation in real- experiential activities in inclusive - Suggests that learning occurs life activities, engaging in settings to support real-world in a social context and is deeply communities of practice. learning and social participation for embedded in authentic students with disabilities. Jean Lave’s Situated activities and collaborative Learning environments. - Encourages the use of project- - Emphasizes the importance of - Atypical Development: Lack of based and service learning context, social interaction, and access to inclusive learning activities to provide authentic authentic tasks in learning. environments or meaningful social learning experiences that are interaction can limit learning accessible and meaningful for all opportunities for children with students, including those with disabilities. special needs.