Unit 1: Introduction to Special Education & Inclusive Education PDF

West Visayas State University 2020 UNIT 1: INTRODUCTION TO SPECIAL EDUCATION AND INCLUSIVE EDUCATION Lesson 1: DEFINITION OF KEY TERMS Learning Outcome: Students must have defined key terms that describe special education and inclusive education. A. ACTIV...

West Visayas State University 2020 UNIT 1: INTRODUCTION TO SPECIAL EDUCATION AND INCLUSIVE EDUCATION Lesson 1: DEFINITION OF KEY TERMS Learning Outcome: Students must have defined key terms that describe special education and inclusive education. A. ACTIVITY Mind Mapping A mind map is a tool for the brain that captures the thinking that goes on inside your head. Mind mapping helps you think, collect knowledge, remember and create ideas. Most likely it will make you a better thinker. ( https://simplemind.eu/how-to-mind- map/basics/). (You may visit websites to know about mind mapping). 1. In the center of your paper, draw or write a thought or an idea about special education or inclusive education. 2. Develop the related subtopics around this central thought/idea, connecting each of them to the center with a line. B. ANALYSIS Look at your mind map closely. Does it capture your whole idea of the central theme? What do the related subtopics say about your central idea? What helps you write the related subtopics? C. ABSTRACTION The following are the terms used in this course: Assistive devices are specialized instructional and learning materials and equipment that enable children with special needs to function efficiently. Examples: students who are blind-braille writer, braille stylus and slate, computer with voice synthesizer; students with hearing impairment- hearing aid, sign language book At-risk refers to children who, although not currently identified as having a disability are considered to have a greater –than-usual chance of developing one. Educators often apply the term to infants and preschoolers who, because of 1|ED 205  West Visayas State University 2020 biological conditions, events surrounding their births, or characteristics of their home environments, may be expected to experience developmental problems at a later time. Educators also use the term to refer to students who are experiencing significant learning or behavioral problems in the general education classroom and are therefore at risk of being identified for special education services ( Heward, 2009). Developmental disability refers to a severe, chronic disability of a child five years of age or older that is: 1. Attributable to a mental or physical impairment or a combination of mental and physical impairments; 2. Manifested before the person attains age 22; 3. Likely to continue indefinitely; 4. Results in substantial functional limitations in three or more of the areas of major life activities such as self-care, language, learning, mobility, self- direction, capacity for independent living and economic self-sufficiency; and 5. Reflects the person’s need for a combination and sequence of special care, treatment or other services that are lifelong or of extended duration and are individually planned and coordinated (Beirne-Smith, 2002 in Inciong, et al, 2007). Disability exists when an impairment limits a person’s ability to perform certain tasks (e.g. walk, see, add a row of numbers) in the same way that most person do. A person with a disability is not handicapped, however, unless the disability leads to educational, personal, social, vocational, or other problems. For example, if a child who has lost a leg learns to use a prosthetic limb and functions in and out of school without problems, she is not handicapped, at least in terms of her functioning in the physical environment (Heward, 2009). (More specific than a disorder). Disorder the broadest of the three terms (disability, handicap), refers to a general malfunction of mental, physical, or psychological processes. It is defined as a disturbance in normal functioning. Exceptional Children differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to fully benefit from education. The term exceptional children includes children who experience difficulties in learning as well as those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential. The term exceptional children is an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children who are intellectually gifted or have a special talent. The term students with disabilities is more restrictive than 2|ED 205  West Visayas State University 2020 exceptional children because it does not include gifted and talented children ( Heward,2009). Exceptional children are also referred to as children with special needs (CSN). The mental ability of exceptional children or CSN may be average, below or above average. Handicap refers to a problem or a disadvantage that a person with disability or impairment encounters when interacting with the environment. A disability may pose a handicap in one environment but not in another. The child with a prosthetic limb may be handicapped when competing against nondisabled peers on the basketball court but experience no handicap in the classroom. People with disabilities also experience handicaps that have nothing to do with their disabilities but are the result of negative attitudes and the inappropriate behavior of others who needlessly restrict their access and ability to participate fully in school, work, or community activities (Heward, 2009). Impairment refers to the loss or reduced function of a particular body part or organ (e.g. a missing limb) (Heward, 2009). Individualized Education Plan (IEP) written document required by IDEA for every child with disability; includes statements of present performance, annual goals, short term instructional objectives, specific educational services needed, extent of participation in the general education program, evaluation procedures and relevant dates and must be signed by parents.  SPECIAL EDUCATION Special Education is individually planned, systematically implemented, and carefully evaluated instruction to help exceptional children achieve the greatest possible personal self-sufficiency and success in present and future environments (Heward, 2003 in Inciong et al, 2007) Individually Planned Instruction. In the U.S., the law on Individuals with Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be developed and implemented for every special education student between ages of 3 and 21. Systematically implemented and evaluated instruction. Each type of children with special education needs requires particular educational services, curriculum goals, competencies, and skills, educational approaches, strategies and procedures in the evaluation of learning and skills. Personal self-sufficiency. An important goal of special education is to help child become independent from the assistance of adults in personal maintenance and 3|ED 205  West Visayas State University 2020 development, homemaking, community life, vocational and leisure activities and travel. The present environment refers to the current conditions in the life of the child with a disability. The present environment includes the family, the school, the community where s/he lives, the institution in society that extends assistance and support to children and youth with special education needs such as the government, nongovernment organizations, socio-civic organizations and other groups. The future environment is a forecast of how the child with a disability can move on to the next level of education, from elementary to secondary school and on to college or vocational program, and finally, to the workplace where s/he can be gainfully employed. Special education helps the child in the transition from a student to a wage earner so that s/he can lead a normal life even if s/he has a disability.( Inciong et al, 2007 pp.38-43). Special Education means specially designed instruction that meets the unusual needs of an exceptional student. The single most important goal of special education is finding and capitalizing on exceptional students’ abilities ( Hallahan & Kauffman,1997) Special Education means specially designed instruction provided at no cost to parents in all settings (such as the classroom, physical education facilities, the home, and hospitals or institutions). IDEA also stipulates that students with disabilities are to receive any related services necessary to ensure that they benefit from their educational experience. Related services include the following: transportation, and such developmental, corrective, and other supportive services ( including speech- language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children (1997 Amendments to IDEA, PL 105- 17, Sec.602/22/ in Hardman et al, 2002). 4|ED 205  West Visayas State University 2020 Defining Features of Special Education Dimensions and defining features of special education. Source: From W. L. Heward. (2003). Exceptional Children: An Introductory Survey of Special Education (7th ed., p. 40). Upper Saddle River, NJ: Merrill/Prentice Hall. Used with permission. 5|ED 205  West Visayas State University 2020 SPECIAL EDUCATION IN THE PHILIPPINES A. 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 21st century, it is envisioned that s/he 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, s/he is God-loving and proud of being a Filipino. 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. The 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 in Inciong et al, 2007). B. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION (adapted from Inciong et al, 2007) The policy on Inclusive education for All is adopted in the Philippines to accelerate access to education among children and youth with special needs. 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. Special education aims to: 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, and 4. make available an array of educational programs and services.  INCLUSIVE EDUCATION  Describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. 6|ED 205  West Visayas State University 2020  Through this process, the school builds capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils.  Inclusion is a right, not a privilege for a select few.  Inclusion also means providing all students within the mainstream appropriate educational programs that are challenging yet geared to their capabilities and needs as well as any support and assistance they and/ or their teachers may need to be successful in the mainstream. A. FRAMEWORK OF INCLUSIVE EDUCATION Inclusive education is a flexible and individualized support system for children and young people with special education needs. It forms an integral component of all the overall education system and it is provided in regular schools committed to an appropriate education for all. Recognizes and responds to the diversity of children’s needs and abilities, including differences in their ways and paces of learning. B. SALIENT FEATURES OF INCLUSIVE EDUCATION 1. Inclusion means implementing and maintaining warm and accepting classroom communities that embrace diversity and honor differences. 2. Inclusion means implementing a multi-level, multi-modality curriculum. 3. Inclusion means preparing and supporting teachers to teach interactively. 4. Inclusion means providing ongoing support for teachers in the classroom and breaking down barriers of professional isolations. 5. Inclusion means involving parents in the planning process in meaningful ways Inclusive education in the Philippines includes learners who are gifted and talented, learners with disabilities, learners who are Muslims, learners who are indigenous, learners under difficult circumstances. IN THIS COURSE, WE WILL BE LOOKING AT THE NEEDS OF LEARNERS WITH DISABILITIES IN THE GENERAL CLASSROOM. C. POTENTIAL BENEFITS OF INCLUSION Simply put, both students with and without disabilities learn more. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).For students with disabilities (SWD), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication 7|ED 205  West Visayas State University 2020 skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self- concept, they like school and their teachers more, and are more motivated around working and learning. Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular students as well. Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together. https://resilienteducator.com/classroom-resources/inclusive- education/ D. TRADITIONAL CLASS AND INCLUSIVE CLASS TRADITIONAL MODEL INCLUSIVE MODEL Some students do not “fit” in general All students “fit” in general education education classes. classrooms. Collaborative teams share leadership The teacher is the instructional leader. responsibilities. Students learn from the teachers solve the Students and teachers learn from one problems. another and solve problems together. Students are purposely grouped by similar Students are purposely grouped by ability. differing abilities. 8|ED 205  West Visayas State University 2020 Instruction is geared toward middle- Instruction is geared to match students achieving students. at all levels of achievement. Grade-level placement and individual Grade –level placement is considered curricular content are independent of synonymous with curricular content. each other. Instruction is active, creative, and Instruction is often passive, competitive, collaborative among members of the didactic, and/or teacher-directed. classroom. Most instructional supports are provided Most instructional supports are outside the classroom. provided within the classroom. Activities are designed to include Students who do not “fit in” are excluded students though participation levels in the general classes and/or activities. may vary. The classroom teacher assumes ownership The classroom teacher, SPED, related for the education of general education service staff, and families assume students, and special education staff shared ownership for educating all assumes ownership for the education of students. students with special needs. Students are evaluated by common Students are evaluated by individually standards. appropriate standards. The system of education is considered successful when it strives to meet each Students’ success is achieved by meeting student’s needs. Students’ success is common standards. achieved when both individual and group goals are met. 9|ED 205  West Visayas State University 2020 E. INCLUSION PRACTICES 1. Appropriate Accommodative Practice 2. Instructional flexibility 3. Professional Collaboration 4. Teacher Assistance teams 5. Peer support systems 1. APPROPRIATE ACCOMMODATIVE PRACTICES Some students require special adaptations that physical environment, the curriculum, the way instruction is provided, or the assignments given to them. 2. INSTRUCTIONAL FLEXIBILITY The ability to respond to unexpected and changing situations to support students with special needs is a key characteristic of responsible inclusive settings. a. DIFFERENTIATED INSTRUCTION  Differentiated instruction can be described as planning and implementing curricula and instruction to address the diverse learning needs of students. b. ADJUSTMENTS  Are special measures put in place to ensure learners can access and participate in learning activities.  Particular adjustments may need to be available to the learner every time they undertake some tasks.  Dark lined paper for a learner with vision impairment each time they write.  A learner with hearing impairment in the left ear, seated at the front with the right ear closest to the teacher. 3. PROFESSIONAL COLLABORATION COLLABORATION  ”a system of planned cooperative activities where general educators and special educators share roles and responsibilities for student learning”  Occur in a variety of settings and activities  Prerefferal efforts and IEP meetings  Consulting and cooperative teaching assignments  Teacher assistance teams  Peer support framework A. TYPES OF COLLABORATIVE EFFORTS a. Collaboration-Consultation 10 | E D 2 0 5  West Visayas State University 2020 b. Peer Support Systems c. Teacher Assistance Teams d. Co-Teaching a. COLLABORATION-CONSULTATION  General education teacher requests the services of the special education teacher to help generate ideas for addressing an ongoing situation. b. PEER SUPPORT SYSTEMS  Two general education teachers work together to identify effective solutions to classroom situations. The approach emphasizes the balance of the relationship. c. TEACHER ASSISTANCE TEAMS  Teams provide support to general education teachers. The team is made up of core members plus the teacher seeking assistance, it emphasizes analyzing the problem solution an developing potential solutions. d. CO-TEACHING  General and special education teachers work together to provide direct service to students. The approach employs joint planning and teaching and emphasizes the joint responsibilities of instruction. i. VARIATIONS OF CO-TEACHING o Interactive Teaching o Station Teaching o Parallel Teaching o Alternative Teaching o Peer Support Systems  Students with disabilities in general classrooms receive social or instructional help from their peers without disabilities. C. APPLICATION: Go back to your mind map and finish it. The subtopics that you wrote are called the first level associations. After this lesson, add related ideas from the subtopics that you have. These are second level associations, third level associations and so forth. Connect associations with curved lines. You may use color/drawings in your mind maps. Your mind maps may look like the one below. 11 | E D 2 0 5  West Visayas State University 2020 https://simplemind.eu/how-to-mind-map/basics/ E. ASSESSMENT: Create your own definition of the following terms: 1. Disability 2. Handicap 3. Impairment 4. Special education 5. Inclusive education REFERENCES: Heward, William L. (2013). Exceptional Children. An introduction to Special Education. USA: Pear Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex Bookstore https://simplemind.eu/how-to-mind-map/basics/) https://resilienteducator.com/classroom-resources/inclusive-education/ 12 | E D 2 0 5  West Visayas State University 2020 Lesson 2: Foundations of Special Education and Inclusive Education Learning Outcomes: The students must have: 1. identified laws, philosophy and theories that form the basis of special education and inclusive education. 2. analyzed case basing on the laws, philosophy and theoretical foundations of special and inclusive education ✎A. ACTIVITY Read the news about a man with cerebral palsy. A Man With Cerebral Palsy Was Left To Crawl Off A United Plane Passenger D’Arcee Neal called the experience “humiliating.” By Kim Bellware A Virginia man with cerebral palsy had to crawl off his flight after United Airlines reportedly failed to offer him assistance after landing. Passenger D’Arcee Neal waited for flight crews to bring him an aisle-sized chair to help him disembark after landing at Reagan National Airport Tuesday night. After waiting and then urgently needing to use the bathroom, Neal was reduced to crawling half the length of the plane, down the aisle and to the doorway where his regular wheelchair awaited, he told NBC Washington. “I was like, ‘I don’t have time for this,’” Neal told the NBC affiliate. “I decided to get out and crawl down the plane to my chair.” Neal called the experience “humiliating” and said, “No one should have to do what I did.” Ironically, Neal, a disability rights activist, was returning from San Francisco where he had given a speech on accessible transit. Neal and United Airlines could not be reached for comment. United told NBC Washington that it “regrets the delay in providing an aisle chair to assist Neal.” 13 | E D 2 0 5  West Visayas State University 2020 According to The Air Carrier Access Act, airlines are required to assist passengers with disabilities in moving to and from their seats and during boarding and deplaning. The American Association of People With Disabilities on Friday called Neal’s experience an unfortunately common occurrence and noted that last year, more than 27,500 disability-related complaints were filed with the Department of Transportation. “The ACAA has been a law on the books for nearly 30 years,” AAPD President Helena Berger said in a statement. “Yet people with disabilities are still treated like second class citizens when traveling by plane. Airlines can and must to do better.” The AAPD noted that many aspects of flying, from in-flight entertainment to safety demonstrations, are not equally accessible to all passengers, which can diminish passenger comfort and — at worst — jeopardize safety. B. ANALYSIS 1. Why did Neal have to crawl down the plane? 2. Do you know or heard news similar to Neal’s case? 3. Do persons with disabilities have the same rights with persons without disabilities? 4. What do you think can help persons with disabilities acquire equality and equity? 5. What should be the attitude towards person with disability? ☝C. ABSTRACTION 1. HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION A. History of Education for Students with Disabilities  Early 9th century- first systematic attempts were made to educate “idiotic” and “insane” children- those who today are said to have mental retardation and emotional or behavioral disorders.  Prerevolutionary era- most society had offered children with disabilities was protection-asylum from a cruel world into which they did not fit and in which they could not survive with dignity, if they could survive at all.  The historical roots of special education are found primarily in the early 1800s. 14 | E D 2 0 5  West Visayas State University 2020  Most of the originators of special education were European physicians  Philippe Pinel (1745-1826)- Itard’s mentor, a prominent French physician who was an early advocate of humane treatment of insane persons, advised Itard that his efforts would b eunsuccessful because Victor was a “hopeless idiot”.  Jean-Marc-Gaspard Itard (1775-1838) , a French physician who was an authority on diseases of the ear and on the education of students who were deaf, is the person to whom most historians trace the beginning of special education. In the early years of the nineteenth century, this young doctor began to educate a boy, Victor, of about twelve who had been found naked and wild in the forests of France. - Father of SPED for persons with intellectual and physical disability.  Edouard Sequin (1812-1880) Itard’s student, emigrated to the United States in 1848. Seguin had become famous as an educator of so-called idiotic children, even though most thinkers of the day were convinced that such children could not be taught anything of significance.  Revolutionary ideas of Itard, Sequin, and their successors that form the foundation for present day special education. 1. Individualized instruction 2. A carefully sequenced series of educational tasks. 3. Emphasis on stimulation and awakening of the child’s senses. 4. Meticulous arrangement of the child’s environment. 5. Immediate reward for correct performance. 6. Tutoring in functional skills. 7. Belief that every child should be educated to the greatest extent possible.  MONTESSORI:  Extended Itard's program 1st to the early stages of child development, before formal education, then revising our conception of education itself, whatever the age of the learner  Emphasis on sensory materials  First woman physician in Italy, tasked to address the needs of “feeble- minded” children U.S. thinkers concerned with the education of students with disabilities  Samuel Gridley Howe(1801-1876) –a physician and an educator, instrumental in founding the Perkins School for the Blind in Watertown, Massachusetts and was also a teacher of students who were deaf and blind. His success in teaching Laura Bridgman, who was deaf and blind, 15 | E D 2 0 5  West Visayas State University 2020 greatly influenced the education of Helen Keller. Howe was also a force behind the organization of an experimental school for children with mental retardation and was personally acquainted with Sequin.  Thomas Hopkins Gallaudet (1787-1851), a minister,in 1817 established the first American residential school, in Hartford, Connecticut for students who were deaf (now known as the American School of the Deaf  Elizabeth Farrell- teacher in New York City was highly instrumental in the development of special education as a profession. Farrell and a group of other special educators across the U.S. and Canada founded the Council for Exceptional Children  Mid -1970s  Many schools did not provide any programs for students with disabilities, or the programs they provided were very minimal  1970-only 20 percent of all children with disabilities were served in public school programs  It was estimated that 3 million children with disabilities received inappropriate or inadequate services, while up to 1 million were totally excluded from the educational system.  1970s  The only resources available for most parents were private educational programs specifically designed for children with disabilities. Parents paid for the education of their children.  Many stayed at home and received no formal education.  In few schools, students with physical disabilities or intellectual disabilities were provided with services, however, these services were nearly always in self- contained , isolated classrooms, and the students rarely interacted with typical students. Services for these students were slow to develop because of financial constraint.  Some children with disabilities received services in residential programs. In 1963 nearly 50% of children classified as legally blind in the US lived in residential schools for the blind. These residential programs offered daily living support as well as some education and training.  American Asylum for the Education of the Deaf and Dumb (now the American School for the Deaf)- first school for children with deafness established in 1817. 16 | E D 2 0 5  West Visayas State University 2020  New England Asylum for the Blind- first school for children with visual problems established in 1832  Since the mid -1970s  Services to students with disabilities have changed dramatically. More appropriate services were provided by schools but they are also frequently provided both in resource rooms and general classroom teachers.  Many different developments brought about this change, including parental advocacy, legislation, and litigation.  Services for students with disabilities evolved in four distinct phases: relative isolation, integration (mainstreaming), inclusion, and empowerment.  Inclusive Education  20thcentury compulsory public education began, no school programs existed for students with disabilities  Students with disabilities that were relatively mild, that is, learning or behavior problems or minor physical impairments, were educated along with other students because their needs were not extraordinary.  Many children with significant intellectual or physical disabilities did not attend school at all and others educated by private agencies or lived in institutions  First half of the 20th century- many states explicitly legislated permission for school districts to prohibit some students with disabilities from attending.  1920s and 1930s Special classes in public schools that began as compulsory education became widespread  1950s special education programs were available in many school districts, but some undesirable outcomes were becoming apparent.  1960s many authorities were agreed that segregated special classes were not the most appropriate educational setting for many students with disabilities. THE IMPACT OF THE CIVIL RIGHTS MOVEMENT ON SPECIAL EDUCATION  1950s and 1960s civil rights movement although initially addressing the rights of African-Americans, expanded AND BEGAN TO INFLUENCE THINKING about people with disabilities.  Brown v. Board of Education decision in 1954, the US Supreme Court ruled that it was unlawful under the Fourteenth Amendment to discriminate arbitrarily against any group of people. The Court then applied this concept to 17 | E D 2 0 5  West Visayas State University 2020 the education of children, ruling that state- mandated education for African- American students could not be an equal education.  This court decision introduced the concept of INTEGRATION into public education –diverse students learn together  Court cases for influencing SPED  Pennsylvania Association for Retarded children v. Commonwealth of Pennsylvania  Diana v. State Board of Education of California  Larry P. v. Wilson Riles  Board of Education of Hendrick Hudson School District v. Rowley  Section 504 One of the outcomes of the civil rights movement has been legislation designed to prevent discrimination against individuals with individuals, whether they are children in schools or adults in the workforce.  Americans with Disabilities Act In July 1990, President George H.W. Bush signed into law the Americans with Disabilities Act (ADA). This civil rights law was based on the Vocational rehabilitation Act of 1973, but it further extended the rights of individuals with disabilities. SERVICES FOR STUDENTS WITH DISABILITIES EVOLVED IN FOUR DISTINCT PHASES 1. Relative Isolation  Included the first sixty to seventy years in the twentienth century, students were either denied access to public schools or permitted to attend only in isolated settings. 2. Integration Phase  Began in the 1970s, students with disabilities were mainstreamed, or integrated, into general education programs when appropriate. 3. Inclusion  Starting in the mid-1980s emphasis was placed on students with disabilities being included in all school programs and activities. This phase differed from the integration phase in a minor but very significant way. 4. Empowerment and Self-Determination  Has been the focus the focus of inclusion efforts, to better prepare students for the highest degree of independence possible. The idea of student-led conferences is a prime example of the focus on self- determination. LEGISLATIVE BASIS FOR CONTEMPORARY SPECIAL EDUCATION  The First Federal Special Education Legislation 18 | E D 2 0 5  West Visayas State University 2020  Current Special Education Legislation-IDEA  No Child Left Behind Act of 2001 signed by Pres. George Bush-influences the education of the students with disabilities.  Accountability results  Budget flexibility  Options for student success  Research –based teaching methods HISTORICAL PERSPECTIVES IN THE PHILIPPINES  1902- interest to educate Filipino children with disabilities was expressed during the American regime. The General Superintendent of Education, Mr. Fred Atkinson, reported to the Secretary of Public Instruction that deaf and blind children were found in a census of school –aged children in Manila and nearby provinces.  1907-Special education program formally started in the Philippines. David Barrows, Director of Public Education worked for the establishment of the Insular School for the Deaf and the Blind in Manila. Miss Delight Rice, an American educator, was the first administrator and teacher of the special school. At present the School for the Deaf is located on Harrison Street, Pasay City while the Philippine National School for the Blind is adjacent to it on Polo Road.  1926- The Philippine Association for the Deaf (PAD) composed mostly of hearing impaired members and special education specialists was founded.  1927- the government established the Welfareville Children’s Village in Mandaluyong, Rizal.  1936- Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB).  1954- declared the first week of August as Sight Saving Week.  1955- First Parent Teacher Work Conference in Special Education was held at the SDB.  1956- First Summer Institute on Teaching the Deaf was held at the School for the Deaf and the blind in Pasay City. The following school year marked the beginning of the integration of deaf pupils in regular classes.  1957- Bureau of Public Schools (BPS) of the Department of Education and Culture (DEC) created the Special education Section of the Special Subjects and Services Division.  1960- some private colleges and universities started to offer special education courses in their graduate school curriculum.  1963- Manila Science High School for gifted students was established  1968- with the approval of R.A. No. 5250 , the teacher training program for teachers of exceptional children was held at the Philippine Normal College for 19 | E D 2 0 5  West Visayas State University 2020 the next ten years. First Asian Conference on Work for the Blind was held in Manila.  1976-Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino Child. The national Action Plan for Education was promulgated which included provisions for in-and –out-of-school exceptional children.  1977-MEC issued Department Order no. 10 that designated regional and division supervisors of special education programs. The West Visayas State College of Iloilo City started its teacher training program and offered scholarships to qualified teachers.  1978- marked the creation of the National Commission Concerning Disabled persons (NCCDP), later renamed National Council for the Welfare of Disabled Persons or NCWDP through Presidential Degree 1509.  -MEC Memorandum No. 285 directed school divisions to organize special classes with a set of guidelines on the designation of teachers who have no formal training in special education.  -University of the Philippines opened its special education teacher training program for undergraduate students.  1979- Bureau of Elementary Education Special Education Unit conducted a two-year nationwide survey of unidentified exceptional children who were in school.  1981- the United Nations Assembly proclaimed the observance of the International Year of Disabled Persons.  1982- three special schools were opened: Cebu State College Special High School for the Deaf, Siaton Special Education Center in the Division of Negros Oriental and St. John Maria de Vianney Special Education Learning Center in Quezon City.  1983- Batas Pambansa Bilang 344 enacted the Accessibility Law, “An act to Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings, Institutions, Establishments and Public Utilities to Install other Facilities and Devices.”  1990- Philippine Institute for the Deaf (PID) an oral school for children with hearing impairment was established.  1993- DECS issued Order No.14 that directed regional offices to organize the Regional Special Education Council(RSEC)  1993-2002- declared as the Asian and Pacific Decade of the Disabled Persons.  1996- the third week of January was declared as Autism Consciousness Week.  1997- DECS Order No. 1 was issued which directed the organization of a Regional Special Education Unit and the designation of a Regional Supervisor for Special Education.  DECS Order No. 26 on the Institutionalization of Special Education Program in all Schools was promulgated. 20 | E D 2 0 5  West Visayas State University 2020  -SPED Mobile Training on Inclusive Education at the Regional Level was held with funding from the CBM.  1998- DECS Order No. 5” Reclassification of Regular Teacher and PrincipaI Items to Special Education Teacher and Special Schools Principal Item”was issued.  1999-DECS Order no. 104 “Exemption of the Physically Handicapped from taking the National Elementary Achievement Test (NEAT) and the National Secondary Aptitude Test (NSAT).N0. 108 “Strengthening of Special Education Programs for the Gifted in the Public School System.”  DECS Order N0.11” Recognized Special Education Centers in the Philippines,N0. 477 “ National Week for the Gifted and the Talented.”  1983-Batas Pambansa Bilang 344 enacted the Accessibility law,“ An Act to Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings, Institutions, Establishments and Public Utilities to Install Facilities and Other devices.”  1990- Philippine Institute for the Deaf (PID) an oral school for children with hearing impairment was established.  1993- DECS issued Order No.14 that directed regional offices to organize the Regional Special Education Council (RESC).  1993-2002 declared as the Asian and the Pacific Decade of the Disabled Persons.  1996- third week of January was declared as Autism Consciousness Week.  First National Congress on Visual Impairment was held in Quezon City and subsequently held every two years.  First Seminar Workshop on Information Technology for the Visually Impaired was held in Manila sponsored by the RBI (Resources for the Blind Incorporated).  First Congress on Special Needs Education was held in Baguio City.  1997- DECS Order No. 1 was issued which directed the organization of a Regional Special Education Unit and the Designation of a Regional Supervisor for Special Education.  DECS Order No. 26 on the Institutionalization of Special Education Programs in All Schools was promulgated.  1998- DECS Order No.5 “Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special Schools Principal Item” was issued.  1999- The Philspada National Sports Competition for the Disabled in Cebu City  Issuance of DECS Orders No. 104 “ Exemption of the Physically handicapped from Taking the National Elementary Achievement Test (NEAT) and the National Secondary Aptitude Test (NSAT)  No108 “Strengthening of Special Education Programs for the Gifted in the Public School System 21 | E D 2 0 5  West Visayas State University 2020 ADDITIONAL READINGS: History_Inclusive_Education.pdf UNESCO 2. LEGAL FOUNDATIONS https://www.slideshare.net/knowellton/module-24-no-limits 22 | E D 2 0 5  West Visayas State University 2020 A. INTERNATIONAL MANDATES/DECLARATIONS Universal Declaration of the Rights of the Child 1959 (sometimes known as the Geneva Declaration of the Rights of the Child) Principle 7 The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right. http://hrlibrary.umn.edu/instree/k1drc.htm The World Declaration on Education for ALL 1990 The World Declaration on Education For ALL (EFA) prepared in Jomtien, Thailand in March 1990 has given primacy for an expanded vision and a renewed commitment of providing basic education to all children, youth and adults, Consequently, the Philippine Action Plan (1990-2000) in support for EFA has focused its policies and strategies to specific groups of people which includes the rural poor, those in the urban slums, cultural communities/minorities, the disabled, the educationally disadvantaged as well as the gifted. The Salamanca Statement 1994 The World Conference on Special Education held in Salamanca, Spain on June 7- 10,1994 has recognized the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular education system. It has declared the following principles: · Every child has a fundamental right to education and must be given the opportunity to achieve and maintain an acceptable level of learning. 23 | E D 2 0 5  West Visayas State University 2020 · Every child has unique characteristics, interests, abilities and learning needs. · Educational systems should be designed and educational programs implemented to take into account the wide diversity of their characteristics and needs. The Agenda for Action of Asian and Pacific Decade of Disabled Persons 1993-2002 In April 1992, the Economic and Social Commission for Asia and the Pacific proclaimed the decade (1993-2002) the Asian and Pacific Decade of Disabled Persons. This regional decade of disabled persons aimed to help to promote the human rights of disabled persons in a region which has probably the largest number of the world's disabled persons. https://www.unescwa.org/agenda-action-asian-and- pacific-decade-disabled-persons The Dakar Framework 2000 (World Education Forum Dakar, Senegal, 26-28 April 2000) Re-affirmation of the vision set out in the World Declaration on Education for All in Jomtien a decade ago. It expresses the international community’s collective commitment to pursue a broad-based strategy for ensuring that the basic learning needs of every child, youth and adult are met within a generation and sustained thereafter. https://sustainabledevelopment.un.org/content/documents/1681Dakar%20Framewor k%20for%20Action.pdf Education 2030 Incheon Declaration (World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015) The vision to transform lives through education is fully captured by the proposed SDG 4 'Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all' http://uis.unesco.org/sites/default/files/documents/education-2030-incheon- framework-for-action-implementation-of-sdg4-2016-en_2.pdf 24 | E D 2 0 5  West Visayas State University 2020 The International Year of Disabled Persons “By proclaiming 1981 as the International Year of Disabled Persons, the General Assembly of the United Nations aimed at focusing attention on the enjoyment of Disabled Persons of rights and opportunities in order to ensure their full participation and integration into society. The effort to find solutions to the problem of disabled persons should be an integral part of national development strategies. There is thus a need to secure the participation of all Member States as well as relevant government and non-government organizations in the preparation and implementation of the program of the International Year Disabled Persons.” Its theme is “full participation and equality.” B. PHILIPPINES MANDATES National Legislation Constitution of the Republic of the Philippines 1987 and Magna Carta for Disabled Persons 1992 Section1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.” Magna Carta for Disabled Persons(RA 7277) –makes more explicit what provision is required specifically in the area of education for learners with disabilities. SECTION 14. Special Education The State shall establish, maintain and support a complete, adequate and integrated system of special education for the visually impaired, hearing impaired, mentally retarded persons and other type of exceptional children in all regions of the country. Towards this end, the Department of Education, Culture and Sports shall establish special education classes in public schools in cities, or municipalities. It shall also establish, where viable, Braille and Record Libraries in provinces, cities or municipalities. The National Government shall allocate funds necessary for the effective implementation of the special education program nationwide. Local government units may likewise appropriate counterpart funds to supplement national funds. https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/ RA 9442 – An Act Amending Republic Act No. 7277, Otherwise Known As The “Magna Carta For Disabled Persons, And For Other Purposes” Educational assistance to persons with disability, for them to pursue primary, secondary, tertiary, post tertiary, as well as vocational or technical education, in both public and private schools, through the provision of scholarships, grants, 25 | E D 2 0 5  West Visayas State University 2020 financial aids, subsidies and other incentives to qualified persons with disability, including support for books, learning material, and uniform allowance to the extent feasible: Provided, That persons with disability shall meet minimum admission requirements; SEC. 40. “No individual, group or community shall execute any of these acts of ridicule against persons with disability in any time and place which could intimidate or result in loss of self-esteem of the latter.” https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act- 9442/ The Education Act 1982 Recognizes the right of all people to quality education, “regardless of sex, age, breed, socio-economic status, physical and mental condition, social and ethnic origin, political and other affiliations.” The Governance of Basic Education Act 2001 otherwise known as RA 9155 affirms that all citizens have the right to access quality basic education. Policies and Guidelines for Special Education (Revised Edition) 1997 The ultimate policy goal of DepEd for special education is: “the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community.” DECS (DepEd) Order No. 26 (1997) called for the institutionalization of Special Education (SPED) programs in all school. ENHANCED BASIC EDUCATION ACT OF 2013 (REPUBLIC ACT NO. 10533) Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the implementation of programs designed to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall include, but shall not be limited to, the following: 8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of basic education. 8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for learners with disabilities which may be home-, school-, center- or community-based. 26 | E D 2 0 5  West Visayas State University 2020 8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools. 8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and community history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing practice of the community’s ILS; and the rights and responsibilities of ICCs. 8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive programs for learners under difficult circumstances, such as, but not limited to: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse and child labor practices. https://www.officialgazette.gov.ph/2013/09/04/irr-republic- act-no-10533/ ADDITIONAL READINGS: For details of the mandates click the links above. 2. THEORETICAL AND PHILOSOPHICAL FOUNDATIONS A. VYSGOTSKY’S SOCIAL CONSTRUCTIONISM Sociocultural Theory: This theory focuses on how culture is transmitted to the next generation through tools such as language and social interaction. Working with adults and more skilled peers is essential for children to acquire the ways of thinking, knowing, and behaving that make up a community’s culture. From this perspective, knowledge is actively and socially constructed through interactions with others. However, the role of biology is not ignored; it is perceived as playing less of a direct role in cognitive development. A child’s inherited traits influence the ways in which she approaches the environment and thus impacts the types of experiences she has. B. SYSTEMS THEORY PERSPECTIVE ON SPECIAL EDUCATION From a sociological systems theory perspective, disability as a phenomenon cannot be analysed other than in relation to the distinction system/environment. According to Michailakis (2003) individuals with disabilities—as well as other individuals—do not belong to a system, but are parts of the environment. The individual is 27 | E D 2 0 5  West Visayas State University 2020 linked up to a specific system by means of that system’s specific codification ascribing a certain meaning to the particular individual’s condition (health–illness, working ability–inability, etc). The binary codification of the system becomes the attribute that colors the perception of the entire person. All other aspects of the person are ignored except those that fit the system-specific form of communication. Whatever the medical or political system is able to communicate about disability will necessarily be medically or politically related. The medical system cannot communicate political issues about disability and the reverse. PERSPECTIVES OBSERVATION OF DISABILITY AS Medical system : Diseases, defects, malfunctions, impairments, treatment Economic system Lack of economic resources, inability to pay, poverty Labor market Working disability, inability to engage in gainful activity Legal system system Legal incapacity, lack of rights/duties Rehabilitation Support/correction of functional incapacities system EDUCATION LEARNING DIFFICULTIES, LOW EDUCATION LEVEL SYSTEM Art system Ugliness, defective body Michailakis, Dimitris. (2003). The Systems Theory Concept of Disability: One is not born a disabled person, one is observed to be one. Disability & Society - DISABIL SOC. 18. 209-229. 10.1080/0968759032000044184. 28 | E D 2 0 5  West Visayas State University 2020 As future educators, we take the educational perspective. We make adaptations for learners with disabilities. We do not diagnose or recommend any medications for our learners but hold on to that perspective that these group of learners can learn if we make accommodations or modifications. C. OTHER THEORIES a. Biological-maturational Theory: This theory believes that genetic and physiological changes (i.e., nature) contribute to developing structures of the body. Brain development and motor capabilities, for example, occur almost automatically, without learning or instruction. Changes in abilities can be either gradual or sudden depending on the type of development being considered. To illustrate, learning to walk is the result of gradual changes in physiological capabilities and brain structure. Sudden development, on the other hand, occurs during puberty due to altered hormonal levels in the body. b. Behaviorist Theory: Development and learning from this perspective are attributed almost exclusively to environmental influences (nurture). B.F. Skinner built on other behaviorist theorists by noting that children’s (and adults, for that matter) behavior and learning can be shaped by providing rewards and punishment. He believed that there is a great deal of diversity in behavior and learning because all children experience different rewards and punishment from the adults in their lives. c. Cognitive-developmental Theory: This theory emphasizes how children’s thinking and reasoning change, qualitatively, over time. Children actively contribute to their own cognitive development by constructing their own understanding of the world. This understanding is constructed during experiences with materials and working to resolve discrepancies between prior knowledge and new information. This process is significantly impacted by the child’s biological development. At times, children will have not reached a requisite level of biological maturation and, therefore, cannot make use of information in the environment or acquire new thinking capabilities. BEHAVIORISM-BASED INCLUSIVE EDUCATION PRACTICES Behaviorism is known as a predominant psychological model (Harold & Corcoran, 2013), as suggested by the metaphor for, ‘learning as the acquisition of stimulus-response pairs’ (Doolittle, 2014). Behaviorists ‘believe the objective of the 29 | E D 2 0 5  West Visayas State University 2020 theory is to impart to the learner the knowledge of reality’ (Hickey, 2014, p. 17). Behaviorism occurs when consequences are associated with the stimulus or response that is followed by reinforcement to be maintained (Ertmer & Newby, 2013)Practices based on explicit or direct instruction are systematic, involving a step-by-step process provided by a teacher and followed by students during instruction (Zhang et al., 2016). In addition, explicit or direct instruction-based practices that Electronic copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research Education Quarterly Reviews Vol.2, No.2, 2019 410 break down tasks into their smallest elements are widely used for teaching students with special educational needs in inclusive education classrooms (Steele, 2005). During the instructional process, Behaviorists assess learners to determine at what point to begin instruction It is therefore considered that the Behavioristic theory is related to several of the best practices in inclusive education. Direct instruction is the primary delivery of instruction in behaviorism within a teacher-centered environment in which the teacher designs and delivers lessons based on the objectives of the students. The behavioristic classroom environment focuses upon conditioned responses, which is the basis of functional behavioral analysis. Since the behavioristic classroom focuses upon condition-responses, assessment, evaluation, and feedback, all are considered ideal methods for testing the transfer and generalization of knowledge gained. COGNITIVISM-BASED INCLUSIVE EDUCATION PRACTICES Cognitive theories place emphasis on making knowledge meaningful and helping learners to be more organized and able to relate new information to existing knowledge stored. In addition, cognitivist approaches emphasize thought processes and their importance in learning, including memory, thinking, reflection, abstraction, and metacognition, which are all needed in the learning process (Petersen, 2014). Therefore, cognitivist instruction "must be based on a student's existing mental structures or schema to be effective" (Ertmer & Newby, 2013, p. 60). Practically, cognitivism-based inclusive education practices involve the applications of cognitivism in inclusive education settings, which clearly appears in the emphasis of mental information processing and interactions in guiding student learning (Ertmer & Newby, 2013). Students are encouraged to express and connect their prior knowledge, learning experiences, and abilities to learn new information being provided to them. For instance, instructional strategies such as framing, outlining, mnemonics, concept mapping, and advance organizers should be specifically used to support the cognitive needs of students with special educational needs (West, Farmer, & Wolff, 1991). Electronic copy available at: https://ssrn.com/abstract=3415247 Cognitivism-based inclusive education practices are implemented by applying different instructional approaches focused on learning activities, such as note-taking 30 | E D 2 0 5  West Visayas State University 2020 (Boyle & Rivera, 2012), underlining (Swanson, Orosco, & Lussier, 2014), summarizing (Wittrock & Alesandrini, 1990), writing to learn, outlining and mapping, and use of the PQ4R method (Slavin, 2009). The use of these instructional approaches has shown positive results among students with special needs in general education classrooms. Other practices used, based on cognitivism, for students with special needs in inclusive education classrooms are various metacognitive strategies, which are evidence-based such as study skills, concept mapping, and reciprocal teaching (Al-Shammari, 2019B; Hornby, 2014). In line with Hornby, Hattie (2008) also offers specific best practice interventions best used for students with special needs in cognitivism-based inclusive education settings, which include metacognitive strategies. Metacognitive strategies teach students to understand the way they think. Through targeted study skills, concept mapping, and reciprocal teaching, students can plan, organize, and communicate information and learning. Another example of a metacognitive strategy in a cognitivism-based classroom is a flow chart used to organize information. Thus, cognitivism can be related to the key components of the best practices in inclusive education by helping students to assimilate and accommodate information. Constructivism-based Inclusive Education Practices Theoretically, constructivism focuses on creating cognitive tools that reflect the wisdom of the culture in which they are used as well as the insights and experiences of learning. Constructivism involves a person understanding the importance of the social dimension during the learning process through observation, treatment, interpretation, and adaptation of information on building a cognitive structure. Vygotsky (1962) emphasized the social role of learning because of its impact on cognitive development through learning and interaction between children and their peers, parents, and teachers. Constructivism equates to learning that involves constructing, creating, and inventing, basically for individuals to develop their own knowledge and meaning. Constructivists believe that an understanding of the brain informs teaching (Lenjani, 2016). Akpan and Beard state, "constructivism is the best paradigm for teaching all learners, but particularly students with special educational needs" (2016, p. 393). Teachers are essentially considered facilitators, providing essential information, and organizing activitiesPractically, constructivism-based inclusive education practices are the applications of constructivism in inclusive education settings, which would involve instructional methods and strategies to assist learners to explore complex topics actively. Possible strategies for exploring these topics include: situating tasks in real-world contexts and using real-life examples, utilizing cognitive apprenticeships (i.e. modelling and coaching), Electronic copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research Education Quarterly Reviews Vol.2, No.2, 2019 412 presenting multiple perspectives (i.e. collaborative learning to develop and share alternative views), including social negotiations (i.e. debate, discussion), encouraging reflective awareness, and providing considerable guidance on the use of constructive processes (Ertmer & Newby, 2013). Students in a constructivistic inclusive education setting would benefit 31 | E D 2 0 5  West Visayas State University 2020 most from the following best practices as reported by Hattie (2008) such as peer tutoring and cooperative learning. Through peer tutoring and cooperative learning, students can interact with each other and actively learn in a real-world setting. Cooperative learning groups, for example, may be formal or informal. Formal groups may be organized by student ability or interest, whereas informal groups may be spontaneous within which students are asked to pair and brainstorm on topics. In the constructivistic inclusive classroom, the belief is that students learn from experience and real-life application. file:///C:/Users/jonda/Downloads/SSRN- id3415247.pdf 3. PHILOSOPHICAL BASES OF SPECIAL EDUCATION 1. Right of every individual to relevant quality education regardless of sex, age, creed, socio-economic status, physical and mental condition, social or ethnic origin, political and other affiliation. 2. Right of every child to have access to equality in education as well as enjoyment of the benefits of education by everybody (to include even those with disabilities). 3. Right of children with special needs to an educational program which are suitable to their needs and to develop their full or maximum potential to enable them to become self-reliant and provide them with opportunities for a full and happy life. 4. ETHICAL BASES OF SPECIAL EDUCATION 1. Development and maximization of learning competencies, inculcation of values to make the learners with special needs useful and effective members of society. 2. Integration or mainstreaming of learners with special needs into the regular school (general education) system and in the community. 3. The vision for Filipino children with special needs (family and community vision) is for a free quality education and without discrimination in all aspects. 4. The vision for education should support development of their: a. Potential b. National Pride c. Productivity d. Love of God e. Self-Expression 5. The state provides opportunities to develop skills, abilities, attitudes and values to become productive citizens. 6. Learning institutions should not deny admission to different courses because the person has a handicap or disability. 32 | E D 2 0 5  West Visayas State University 2020 7. Formulation of educational policies and program taking special needs into account. 5. PHILOSOPHY OF INCLUSIVE EDUCATION A. INTEGRATION The physical placement of individuals with disabilities in the natural settings of community, home, or general education class or school with their nondisabled peers. PHILOSOPHICAL ROOTS NORMALIZATION. A philosophical belief in special education that every individual even the most disabled should have an educational and living environment as close to normal as possible. HISTORICAL ROOTS OF INTEGRATION DEINSTITUTIONALIZATION. A social movement of the 1900s and 1970s whereby large number of persons with mental retardation and/or mental illness were moved from large mental institutions into smaller community homes or into the homes of their families; recognized as a major catalyst for integrating persons with disabilities into society. B. REGULAR EDUCATION INITIATIVE A philosophy that maintains that general education, rather than special education, should be primarily responsible for educating students with disabilities. LEAST RESTRICTIVE ENVIRONMENT (LRE). (mandated by IDEA) Students with disabilities are to be educated with their nondisabled peers to the maximum extent appropriate. Deinstitutionalization, normalization, equal rights, access, least restrictive environment and community based services. The fundamental principle of the inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have. Inclusive schools must recognize and respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. There should be a continuum of support and services to match the continuum of special needs encountered in every school. Source: Salamanca 33 | E D 2 0 5  West Visayas State University 2020 Framework for Action, World Conference on Special Needs Education: Access and Quality, 1994. https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf D. APPLICATION 1. What do you think are the most important events in the history of special education and inclusive education? Choose three events from the global settings and three events from the local settings. Plot it in the infographic timeline. An example is given below but you may present it more creatively https://www.visme.co/templates/infographics/event-timeline-1425277750/ 2. If you are the judge, what will be your decision on D Arcee’s case (the case presented above)? Cite some of the mandates /philosophies/theories above. If connectivity permits, post your answers on the platform. 34 | E D 2 0 5  West Visayas State University 2020 E. ASSESSMENT A. Encircle the letter of the correct answers. 1. SPECIAL EDUCATION IN THE PHILIPPINES STARTED IN THE YEAR: A. 1902 C. 1993 B. 1907 D. 2000 2. THE PERSON TO WHOM MOST HISTORIANS TRACE THE BEGINNING OF SPECIAL EDUCATION AND ALSO KNOWN AS THE FATHER OF SPED FOR THE MENTALLY AND PHYSICALLY HANDICAPPED. A. JEAN-MARC-GASPARD C. SAMUEL GRIDLEY ITARD HOWE B. PHILIPPE PINEL D. THOMAS HOPKINS GALLAUDET 3. THESE REVOLUTIONARY IDEAS OF ITARD, SEQUIN, AND THEIR SUCCESSORS FORM THE FOUNDATION FOR PRESENT DAY SPECIAL EDUCATION. I. INDIVIDUALIZED INSTRUCTION II. A CAREFULLY SEQUENCED SERIES OF EDUCATIONAL TASKS. III. EMPHASIS ON STIMULATION AND AWAKENING OF THE CHILD’S SENSES. IV. METICULOUS ARRANGEMENT OF THE CHILD’S ENVIRONMENT. A. I & II C. III & IV B. II & III D. I, II, III, & IV 4. IN 1996, THIRD WEEK JULY WAS DECLARED AS: A. AUTISM WEEK C. HEARING DISABILITY WEEK B. DISABILITY WEEK D. WHITE CANE DAY B. Make a Position Paper on the Education of the Persons with Disability. a. Introduce your topic with some basic background information.... b. Introduce possible objections to your position.... c. Support and acknowledge the opposing points.... d. Explain that your position is still the best one, despite the strength of counter-arguments.... e. Summarize your argument and restate your position. https://www.thoughtco.com/how-to-write-a-position-paper-1857251 35 | E D 2 0 5  West Visayas State University 2020 REFERENCES: Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex Bookstore History_Inclusive_Education.pdf UNESCO https://www.thoughtco.com/how-to-write-a-position-paper-1857251 https://www.slideshare.net/knowellton/module-24-no-limits https://www.unescwa.org/agenda-action-asian-and-pacific-decade-disabled-persons http://hrlibrary.umn.edu/instree/k1drc.htm https://sustainabledevelopment.un.org/content/documents/1681Dakar%20Framewor k%20for%20Action.pdf http://uis.unesco.org/sites/default/files/documents/education-2030-incheon- framework-for-action-implementation-of-sdg4-2016-en_2.pdf https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/ https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/ https://ssrn.com/abstract=3415247 https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf 36 | E D 2 0 5  West Visayas State University 2020 Lesson 3: UNDERSTANDING DIVERSITY A. MODELS OF DISABILITY Learning outcomes: The student must have: 1. compared and contrasted the models of disability 2. explained own belief of disability A. ACTIVITY Look at the picture. What are your thoughts when you see this picture? B. ANALYSIS How do you see persons with disabilities? What influence your perspectives or thinking about them? C. ABSTRACTION MODELS OF DISABILITY Models of Disability are tools for defining impairment and, ultimately, for providing a basis upon which government and society can devise strategies for meeting the needs of disabled people. They are a useful framework in which to gain an understanding of disability issues, and also of the perspective held by those creating and applying the models. For Models of Disability are essentially devised by people about other people. They provide an insight into the attitudes, conceptions and prejudices of the former and how they impact on the latter. From this, Models reveal the ways in which our 37 | E D 2 0 5  West Visayas State University 2020 society provides or limits access to work, goods, services, economic influence and political power for people with disabilities. Models are influenced by two fundamental philosophies. The first sees disabled people as dependent upon society. This can result in paternalism, segregation and discrimination. The second perceives disabled people as customers of what society has to offer. This leads to choice, empowerment, equality of human rights, and integration. As we examine the different Models in this and subsequent articles, we will see the degree to which each philosophy has been applied. We should not see the Models as a series of exclusive options with one superior to or replacing previous sets. Their development and popularity provides us with a continuum on changing social attitudes to disability and where they are at a given time. Models change as society changes. Given this degree of understanding, our future objective should be to develop and operate a cluster of models, which will empower people with disabilities, giving them full and equal rights alongside their fellow citizens. https://www.theweb.ngo/history/ncarticles/models_of_disability.htm 1. BIOMEDICAL MODEL OF HEALTH The biomedical model of health is the most dominant in the western world and focuses on health purely in terms of biological factors. Contained within the biomedical model of health is a medical model of disability. In a similar vein, this focuses on disability purely in terms of the impairment that it gives the individual. The biomedical model is often contrasted with the biop-sychosocial model. 2. MEDICAL MODEL OF DISABILITY The medical model of disability is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at a "cure," or the individual's adjustment and behavioral change that would lead to an "almost- cure" or effective cure. In the medical model, medical care is viewed as the main issue, and at the political level, the principal response is that of modifying or reforming health-care policy. 3. IDENTITY MODEL Disability as an identity model is closely related to the social model of disability - yet with a fundamental difference in emphasis - is the identity model (or affirmation model) of disability. 38 | E D 2 0 5  West Visayas State University 2020 This model shares the social model's understanding that the experience of disability is socially constructed, but differs to the extent that it 'claims disability as a positive identity' (Brewer et al. 2012:5). Brewer et al. (2012) offer the following illuminating definition, which also explains how the identity model departs from the social model's approach - (http://www.scielo.org.za/pdf/hts/v74n1/06.pdf) 4. SOCIAL MODEL OF DISABILITY The social model of disability sees the issue of "disability" as a socially created problem and a matter of the full integration of individuals into society. In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life. The issue is both cultural and ideological, requiring individual, community, and large- scale social change. From this perspective, equal access for someone with an impairment/disability is a human rights issue of major concern. 5. MINORITY MODEL OF DISABILITY The minority model of disability, also known as sociopolitical model of disability, adds to the social model, the idea that disability is imposed on top of impairment via negative attitudes and social barriers, in suggesting that people with disabilities constitute a entitative, (relating to or possessing material existence), social category that shares in common the experience of disability. The minority model normalizes the experience of disability as a minority experience no more or less aberrant or deviant than other minority groups' experiences (sex, race, sexual orientation, etc.). Essentially, this is the assertion that people with disabilities are, in part, disabled not by what's going on with our bodies per se, but by the manner in which the able-bodied majority of society views us and either molds or does not mold itself to allow us to fit. 6. EXPERT OR PROFESSIONAL MODEL OF DISABILITY The expert or professional model of disability has provided a traditional response to disability issues and can be seen as an offshoot of the medical model. Within its framework, professionals follow a process of identifying the impairment and its limitations (using the medical model), and taking the necessary action to improve the position of the disabled person. This has tended to produce a system in which an authoritarian, over-active service provider prescribes and acts for a passive client. 7. TRAGEDY AND/OR CHARITY MODEL OF DISABILITY The tragedy and/or charity model of disability depicts disabled people as victims of circumstance who are deserving of pity. 39 | E D 2 0 5  West Visayas State University 2020 These, along with the medical model, are the models most used by non- disabled people to define and explain disability. 8. MORAL MODEL OF DISABILITY The moral model of disability refers to the attitude that people are morally responsible for their own disability. For example, the disability may be seen as a result of bad actions of parents if congenital, or as a result of practicing witchcraft if not. This attitude may also be viewed as a religious fundamentalist offshoot of the original animal roots of human beings when humans killed any baby that could not survive on its own in the wild. Echoes of this can be seen in the doctrine of karma in Indian religions. 9. LEGITIMACY MODEL OF DISABILITY The legitimacy model of disability views disability as a value-based determination about which explanations for the atypical are legitimate for membership in the disability category. This viewpoint allows for multiple explanations and models to be considered as purposive and viable (DePoy & Gilson, 2004) (Elizabeth DePoy & Stephen Gilson). 10. EMPOWERING MODEL OF DISABILITY The empowering model of disability allows for the person with a disability and his/her family to decide the course of their treatment and what services they wish to benefit from. This, in turn, turns the professional into a service provider whose role is to offer guidance and carry out the client's decisions. In other words, this model "empowers" the individual to pursue his/her own goals. 11. SOCIAL ADAPTED MODEL OF DISABILITY The social adapted model of disability states although a person's disability poses some limitations in an able-bodied society, oftentimes the surrounding society and environment are more limiting than the disability itself. 12. ECONOMIC MODEL OF DISABILITY The economic model of disability defines disability by a person's inability to participate in work. It also assesses the degree to which impairment affects an individual's productivity and the economic consequences for the individual, employer and the state. Such consequences include loss of earnings for and payment for assistance by the individual; lower profit margins for the employer; and state welfare payments. This model is directly related to the charity/tragedy model. 40 | E D 2 0 5  West Visayas State University 2020 13. DIVERSITY MODEL OF DISABILITY Disability as Human Variation, an alternative model intended to focus attention on how society's systems respond to variation introduced by disability (Scotch and Shriner 1997). Under this model, accessibility in the built environment, for example, is not solely achieved by anti-discrimination regulation requiring a 'universal solution; the diversity of disability must be acknowledged (Scotch and Shriner 1997). Shriner and Scotch (2001) further question the socio-political definition of disability, in which (all) barriers faced by people with disability are (built- environment) imposed and therefore removable, feeling that this common underlying ideology of disability rights activists and independent living movements insufficiently recognizes that impairment does have a bearing on accessibility outcomes. Seeking to overcome the false dichotomy of ability/disability, Bickenbach et al. (1999) pursue the concept of universalism, proposing: While the social model is now universally accepted, it is argued that universalism as a model for theory development, research and advocacy serves disabled persons more effectively than a civil rights or minority group approach. (p. 1173) - (Models of Disability and Human Rights: Informing the Improvement of Built Environment Accessibility for People with Disability at Neighborhood Scale?) 14. RELIGIOUS MODEL OF DISABILITY The moral/religious model of disability is the oldest model of disability and is found in a number of religious traditions, including the Judeo-Christian tradition (Pardeck & Murphy 2012:xvii). The religious model of disability is a pre-modern paradigm that views disability as an act of a god, usually a punishment for some sin committed by the disabled individual or their family. In that sense, disability is punitive and tragic in nature. This model frames disability as something to be ashamed of and insinuates that disabled people or their families are guilty of some unknown action that caused their impairment. But that mentality only serves to stigmatize disability, and the claim that praying heals disability is based on purely anecdotal evidence. 15. MARKET MODEL OF DISABILITY The market model of disability is a minority rights and consumerist model of disability that recognizing people with disabilities and their Stakeholders as representing a large group of consumers, employees and voters. This model looks to personal identity to define disability and empowers people to chart their own destiny in everyday life, with a particular focus on economic empowerment. By this model, based on US Census data, there are 1.2 billion people in the world who consider themselves to have a disability. An additional two billion people are considered Stakeholders in disability (family/friends/employers), and when combined to the number of people without disabilities, represents 53% of the population. This model states that, due to the size of the demographic, companies 41 | E D 2 0 5  West Visayas State University 2020 and governments will serve the desires, pushed by demand as the message becomes prevalent in the cultural mainstream. 16. HUMAN RIGHTS BASED MODEL OF DISABILITY From the mid 1980's countries such as Australia enacted legislation which embraced rights-based discourse rather than custodial discourse and seek to address the issues of social justice and discrimination. The legislations embraced the shift from disability being seen as an individual medical problem to it instead being about community membership and fair access to social activities such as employment, education and recreation. The emphasis in the 1980's shifted from dependence to independence as people with disabilities sought to have a political voice. Disability activism also helped to develop and pass legislation and entitlements became available to many people. However, while the rights-based model of disability has helped to develop additional entitlements, it has not changed the way in which the idea of disability is constructed. The stigma of 'bad genes' or 'abnormality' still goes unchallenged and the idea of community is still elusive - (https://sites.google.com/site/changesintheviewsofdisability/models-of-disability) 17. RELATIONAL MODEL OF DISABILITY In the late 1960s Nirje, a Swedish social theorist, formulated the principles of normalization emphasizing strong support of de-institutionalization, recognition of the diversity of the human condition, and belief that people with disability and 'normal' (ordinary) life, including access to the built environment, are not mutually exclusive. This work represents part of an emerging grand idea of social inclusion for people with disability in the community and within the neighborhood (Nirje 1994). Following on in this continuum of Nordic interest in people - environment interaction, a new disability model developed around the end of 1990s - early2000s, and has subsequently been recognized as the (Nordic) Relational Model of Disability (Goodley 2011) - (Models of Disability and Human Rights: Informing the Improvement of Built Environment Accessibility for People with Disability at Neighborhood Scale?) 18. AFFIRMATION MODEL OF DISABILITY The affirmation model of disability is essentially a non-tragic view of disability and impairment which encompasses positive social identities, both individual and collective, for disabled people grounded in the benefits of lifestyle and life experience of being impaired and disabled. This view has arisen in direct opposition to the dominant personal tragedy model of disability and impairment, and builds on the liberatory imperative of the social model. 42 | E D 2 0 5  West Visayas State University 2020 Rooting their idea in the values of Disability Pride and perspectives emerging from the disability arts movement, Swain and French identified the affirmation model as a critique of the personal tragedy model corresponding to the social model as a critique of the medical model. 19. SPECTRUM MODEL OF DISABILITY The spectrum model of disability refers to the range of visibility, audibility and sensibility under which mankind functions. The model asserts that disability does not necessarily mean reduced spectrum of operations. https://www.disabled- world.com/definitions/disability-models.php 20. THE INDIVIDUAL-ENVIRONMENT MODEL OF DISABILITY As it became clear that disability was not a strictly medical concept nor a strictly social concept, there was a movement toward biopsychosocial models. In 1980, the World Health Organization (WHO) released the first internationally shared conceptual model of disability, known as the International Classification of Impairments, Disabilities, and Handicaps (ICIDH). As its title suggests, the ICIDH focused on classification within three domains: impairment, disability, and handicap. Impairments are defined as abnormalitie