Foundations of Special and Inclusive Education Module 2020 PDF

1 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION PROJECT WRITE CHED XI WRITERS: Jocelyn B. Bacasmot, LPT, Ph. D (UM Main) Ludina M. Oballo, LPT, Ed. D (NDC)...

1 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION PROJECT WRITE CHED XI WRITERS: Jocelyn B. Bacasmot, LPT, Ph. D (UM Main) Ludina M. Oballo, LPT, Ed. D (NDC) Henry C. Ligan, LPT, MAEE (UM-Tagum) Michelle H. Montejo, LPT, MAED (UM-Digos) Carlo C. Cantomayor, LPT (CVSC) Clasyl Ann C. Nellas, LPT (SJPIICD) Ariane Ray O. Garcia, LPT (CVSC) 1 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 Leonila M. Fajardo, LPT, Ed. D (CVSC)  THE WRITERS UNDERSTANDING ESSENTIAL CONCEPTS, DIVERSITY AND FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION Jocelyn B. Bacasmot, LPT, Ph. D – University of Mindanao Ludina M. Oballo, LPT, Ed. D – North Davao College COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION Henry C. Ligan, LPT, MAEE – University of Mindanao (Tagum) Michelle H. Montejo, LPT, MAED – University of Mindanao (Digos) MAKING SCHOOLS INCLUSIVE Carlo C. Cantomayor, LPT – Compostela Valley State College (Maragusan) Clasyl Ann C. Nellas, LPT – John Paul II College of Davao LEARNERS WITH SPECIAL EDUCATIONAL NEEDS Ariane Ray O. Garcia, LPT – Compostela Valley State College (Montevista) Leonila M. Fajardo, LPT, Ed. D – Compostela Valley State College (Compostela) FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 2  3 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION Course Overview This course pack is designed for you teacher candidates to have the basic knowledge on the scope of special and inclusive education. This course aims to provide learners on philosophical, legal, and theoretical foundation of special and inclusive education, diversity of learners, learning characteristics of students with special and educational needs, accommodation, placement, and assessment. Furthermore, this course deals on ways on how to make a school and classroom inclusive. With the advent of technology and educational advances, learners with educational needs also grew in number. It is better to have a background on this area for these children need a different approach in teaching. Knowing the basic of special and inclusive education brings the teacher candidates to understand more and to be an advocate of the plight of special and inclusive education in the Philippines. To gain the competencies expected of you, this course pack is structurally designed in this manner. Module 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Module 2: Components of Special and Inclusive Education Module 3: Making Schools Inclusive Module 4: Learners with Special Educational Needs Upon completion of this course pack, you will be able to: Acquire deep understanding on the essential concepts of special and inclusive education Advocate and apply diversity in the classroom Discuss the philosophical, legal, and theoretical foundation of special and inclusive education as well. Explain the roles of special needs education and inclusive setting Describe the nature and learning characteristics of students with special needs Demonstrate general instructional and classroom management strategies that work best in inclusive classes You are all encouraged to go through each module and actively participate in the activities specially prepared for you before, during, and after each lesson. By doing so, this maximizes your learning and enhance your skills in the target areas. You may establish connections with your peers and friends as you do your self-paced learning. Team learning and study buddies are highly recommended. Also, you may contact your teacher for assistance in case you want more clarifications. We wish you all the best and good luck! Stay safe! FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 3  4 TABLE OF CONTENTS Cover Page 1 The Writer 2 Course Overview 3 Table of Contents 4 Module 1: Understanding Essential Concepts, Diversity, and Foundation of Special and Inclusive Education 5 Module Overview 6 Lesson 1: Essential Concepts of Special and Inclusive Education 7 Lesson 2: Diversity in the Classroom 15 Lesson 3: Gender in the Classroom: Making Words Inclusive 19 Lesson 4: Historical and Sociocultural Foundations 24 Lesson 5: Philosophical and Theoretical Foundations 29 Lesson 6: Legal Foundations 34 Module Assessment 43 Module Summary 46 References 47 Module 2: Components of Special and Inclusive Education 50 Module Overview 51 Lesson 1: Child Find Law and Evaluation Process 52 Lesson 2: Assessment in Special Education 58 Lesson 3: Educational Placement of Students with Special Needs 65 Lesson 4: Accommodation and Curricular Modification 69 Lesson 5: Parental Involvement in Special Education 76 Module Assessment 82 Module Summary 86 References 87 Module 3: Making Schools Inclusive 88 Module Overview 89 Lesson 1: Creating Inclusive Cultures 90 Lesson 2: Producing Inclusive Policies 97 Lesson 3: Inclusive Practices in the Philippines 104 Lesson 4: Inclusive Teaching Models 108 Lesson 5: Use and Application of Assistive Technology in Inclusive Education 111 Module Assessment 115 Module Summary 120 References 121 Module 4: Learners with Special Educational Needs 122 Module Overview 123 Lesson 1: Learners with Giftedness and Talent 125 Lesson 2: Learners with Difficulty Hearing 139 Lesson 3: Learners with Difficulty Seeing 146 Lesson 4: Learners with Difficulty in Communicating 153 Lesson 5: Learners with Difficulty in Walking and Moving 160 Module Assessment 171 Module Summary 175 References 176 FINAL GREETINGS 177 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 4 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Module 1- Understanding Essential Concepts, Diversity, and Foundation of Special and Inclusive Education FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 5  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Module 1- Understanding Essential Concepts, Diversity, and Foundation of Special and Inclusive Education This module contain the following: What are the essential concepts of special and inclusive education? What do teachers need to know about diversity? How does gender-neutral/gender-sensitive words promote inclusion? What are the historical and sociocultural foundations of special education? Why do we need to consider those theories and philosophies in inclusive education? How can we apply the Legal Foundation in inclusive or special education? In order for us to understand the basic of special and inclusive education, it is important that we know the basic terminologies in this area. Understanding its basic concepts will give us the overall picture or the scope of special and inclusive education. When it comes to student diversity, this module provides you with information on how to acknowledge individual differences so it is easy for you to address the different educational needs of children with exceptionalities. Furthermore, this module provides the philosophical, historical, and legal bases of special and inclusive education which are very essential in your teaching journey. Once you complete this module, you are expected to: Understand the essential concepts of special and inclusive education; Acquire deep knowledge on the student’s diversity using Loden’s Diversity Wheel Advocate and use gender-neutral and gender- sensitive language. Discuss the philosophical and theoretical foundation of special education. Able to know the historical timeline and sociocultural of special education; and Describe federal laws related to providing education and related services to students with disabilities. I know that you are very excited to take your journey in this module. So, you may now start with Lesson 1. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 6  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Understanding Essential Concepts, Diversity, and Foundation of Special and 1 Inclusive Education Acquire understanding on the essential concepts of special and inclusive education Differentiate the distinction between special and inclusive education I am sure that you will be enjoy reading this lesson for it will serve as you first taste of the basics of special and inclusive education. KWL CHART. The keywords in the KWL chart are very essential in special and inclusive education. Write what do you know about each term on the second column; what do you want to know in the third column; and reserve the last column once you are done with this lesson. Keywords What you What you WANT to What did you KNOW? know? LEARN? (K) (W) (L) 1. Special Education 2. Inclusive Education 3. IDEA 4. LRE 5. FAPE 6. IEP 7. LRE 8. handicap 9. Salamanca statement 10. UNESCO FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 7  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education How many terms were you able to unlock? How did you know these terms? Were you exposed to these terms before? Based on this activity, what is then special and inclusive education? A. What is Special Education? Special Education is a special instruction that answers the unique needs of students with diverse needs. This a set of services provided to those students with exceptional learning needs and is provided also in a variety of educational settings who have Individualized Education Program (IEP). This must be provided to the unique needs of students with no cost to parents. Also, this is governed by the federal law- Individuals with Disability Education Act (IDEA (Blaalard and Dymond, 2018). Students can avail of this special education services only when their disability are professionally identified which impacts their ability to learn thus requiring them to have additional services and resources for them to effectively participate in school. Children who are qualified to receive special education services have the following disabilities: Intellectual disability Hearing impairments (including deafness) Speech or language impairments Visual impairments (including blindness) Serious emotional disturbance Orthopedic impairments Autism spectrum disorder Traumatic brain injury FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 8  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Other health impairments Specific learning disabilities Developmental delay IDEA mandates that the regardless of the level of severity of the student’s disability, schools must provide must provide an appropriate education to ALL children with a disability (ages 3- 21). It also requires that the following six principles be provided for students who receive special education services: 1. Free and Appropriate Public Education (FAPE). This means that a public education is given to diagnosed children, parents, families, guardian, at no cost designed to meet the individual needs of each student. It provides access to the general education curriculum. It also provides services in accordance to a student’s IEP which eventually provide educational benefits to the child and make him/her effectively participate in the classroom. 2. Non-discriminatory Identification and Evaluation. It refers to the process, instruments, and qualifying tools used to identify individuals with a disability. It is a requirement that that schools use nonbiased methods and multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, religion, or native language. All evaluation instruments must use the child’s first language or have an equivalent translation of it. The decision on identification and placement remains invalid when only single evaluation instrument is used. 3. Individualized education program (IEP). This special document is the very essential and serves as the foundation of special education for it contains the services to be provided to the student with exceptional disability. It contains a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also includes the educational setting wherein the student receives instructions through modification or accommodation in a lit restrictive environment. The target long and short term learning goals and objectives which includes behavior management and other child’s deficits, needs and other services are stipulated in the child’s IEP. 4. Least Restrictive Environment (LRE). This refers to the educational settings in which a student with disability receives education services. It is assumed that all students regardless of the severity of the disability will be educated alongside with their peers without disability. When a student cannot perform satisfactorily in a regular classroom, FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 9 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education he/she will be placed in a least restrictive environment in which he /she will received supplemental aids and services. This may include part-time or full-time special education services in a resource room, self-contained, or community based- settings.. 5. Parent Participation. This is an essential action in establishing home-school-community collaboration. Parents, families, and guardian or any significant adults of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. They must have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents, students, and other stakeholders must be invited to attend IEP meetings. 6. Due Process Safeguards. This refers to all protections afforded to children, their parents, and families under IDEA and articles under the disability law. When we say safeguards, these include obtaining parental consent for all evaluations and educational placement decisions; confidentiality of all records relating to a child with a disability; independent student evaluation at public expense; and due process hearings when the school and parent may disagree. (Adapted from Purdue University online https://online.purdue.edu/blog/education/what- is-special-ed) B. What is Inclusive Education? Inclusive Education in the broader sense is the right of education of children with disabilities in a regular classroom. It is the main modality to address the educational needs of children who suffers from different deficiencies. UNESCO (1983:167) defines inclusive education “as a form of education provided for those students who are not achieving, or are not likely to achieve through ordinary educational provisions, the level of educational, social and other attainments appropriate to their age, and which has the aim for furthering their progress towards these levels.” The process of inclusive education is supported by various international legal sources especially the Declaration of Salamanca (1994). In this declaration, the fundamental principle of an inclusive school which states that “all children should learn together, wherever possible, regardless of any difficulties or differences they may have.” Inclusive schools must recognize and respond too the diverse needs of their students, accommodating booth different styles and rates of learning and ensuring quality education.” (Salamanca Statement, 1994: 12). This principle mirrors the idea that the schools are responsible in addressing the needs of children FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 10 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education with various educational needs and still ensuring quality education. With this, it is the direct opposite of the old definition of disability expressed various legislative sources which includes Romanian legislation (Mihai, 2017). The first definition of handicap is given within law no. 53/1992 which is “persons with handicap are persons who because of some sensorial, physical or mental deficiencies cannot totally or partially integrate, temporarily or permanently, by their own possibilities, in social and professional life, being necessary special protection measures.” Sensorial, physical, or mental deficiencies “are those which limit participation to “social and professional life” of disabled persons. Society is not responsible of the misfit of these persons as considers the social model of disability (Mihai, 2017). The real inclusive education of children with diverse needs can be achieved provided that there are no physical, psychological, or other barriers in an educational establishment and there are appropriate resources and pieces of technical equipment available. Highly trained and qualified teachers and supportive stakeholders are part of the success of inclusion (Dokhoyan, et al 2017). With that the term inclusion is understood in its anthropological sense in that it refers to the human presence of being, doing, thinking, and valuing for which human beings assign meaning and purpose. Human beings do not just exist to live privately in the world. Humans live, move, and breathed in the public arena and build up particular, diverse, and varying ways of acting and interacting, telling stories, and so on and so forth. (Etherington and E.J. Boyce, 2017). The Risk of Inclusive Education As presented in the paper of Dokhoyan, Ismailova, Yegizarjants, and Sokolova (2017), there are several risk factors in inclusive settings. They are the following: 1. The lack of sufficient knowledge on the real psychological condition of children with disabilities of the regular and special education teachers which may aggravate the condition of the child 2. The lack of skills of the schoolteachers in using programs, special methods, ad assistive device which may aggravate the child’s condition 3. A high rate of work within the school education program which leads to bulk requirements for children with disabilities without considering their present psychological and mental state. 4. Disagreements of parents of normally developing children who are educated alongside with “abnormal students” which will lessen the quality of instruction and education as a whole. 5. The absence of highly qualified therapists (speech, occupational, physical) who could provide additional services to the children with special needs FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 11  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education On the other hand, a researcher Shinde Vinodrao V. (2016) outlined the benefits of inclusive Education in three categories, namey benefits of inclusion for students with intellectual disability, benefits of inclusion for students without disabilities, and benefits of inclusion for teachers, parents and communities. Benefits of Inclusion to Students with Intellectual Disabilities To develop friendships with peer groups and others Removes the barriers and build bridges to participation and learning with others Increase social relations Improve social skills Greater access to adaptive and to general curriculum Improved and increase achievement in IEP goals Peer role models for academic, social, and behavior skills Improve acquisition and generalization skills Increase inclusion in future environments and other settings Many opportunities for interaction Benefits of Inclusion for Students without Disabilities Students will have a positive attitude towards students with disabilities Meaningful friendship with students with special needs Promotes empathy, acceptance, and appreciation of individual differences Increase understanding and acceptance of diversity Respect for all people Appreciate individual uniqueness and identity Prepares the students in adult life in an inclusive society Benefits for Inclusion for Teachers, Parents, and Communities Parents are better equipped to handle their children Students with special needs are better prepared for independent living Behavioral problems of children with special needs are controlled in the community Students learn to respect diversity and use this experience to benefit the school and the community and their workplace. Promotes collaboration among family, school, and community But amidst these benefits, the main burden of these children is to receive additional support and services of speech, physical, occupational therapists and other specialists which usually falls on the family which is somehow costly. Now that you have journeyed the essential concepts of special and inclusive education, you have to get ready with the challenge to check on your understanding of the first lesson you have in this FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 12  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education module. Are you ready? If in case, you are not ready yet, you can always go back to this lesson before doing the activity below. A. Now, you go back to your K-W-L Chart and fill in the last column of your chart. What you What you WANT to What did you KNOW? Keywords know? LEARN? (K) (W) (L) 1. Special Education 2. Inclusive Education 3. IDEA 4. LRE 5. FAPE 6. IEP 7. LRE 8. handicap 9. Salamanca statement 10. UNESCO Good job for accomplishing the task in your KWL chart! This time another activity is waiting. What are you waiting for, go and answer it now. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 13  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education B. PLUS -MINUS -INTERESTING CHART. Fill in the chart by following this direction. In the PLUS (+) column, write the positive aspects of special and inclusive education; on the minus (-) column, write negative aspects of special and inclusive education; and on the interesting column, write the interesting aspects of inclusive and special education. Just answer in bullets. Answers could be words, phrases, or sentences. PLUS- MINUS- INTERESTING CHART CATEGORY PLUS (+) MINUS (-) INTERESTING (*) Special Education Inclusive education FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 14  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Diversity in the Classroom 2 Understand diversity using Loden’s Diversity Wheel Apply diversity in various classroom situations Another essential concept on special and inclusive education is in store for you in this lesson. So, do the activity below. Trace both your left hand and right hand on a sheet of paper. On your left hand, write down five things which describes who you are and you think that those things are innate or cannot be controlled. On your right hand, write 5 things which describes about you but those things can be controlled if given the right circumstances. What have you discovered to yourself? What triggered you to compare yourself with others? Where you able to see your own diversity? In what way? FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 15  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education A. What is Diversity? Diversity is any dimension that a person or a group can be differentiated from one another. It is all about empowering people by respecting and appreciating individual differences in terms of age, ethnicity, religion, disability, sexual orientation, education, and national origin. Diversity allows the exploration of this differences in a safe, positive, and nurturing environment. It means understanding each other’s individual uniqueness by extending degree of tolerance and patience to ensure that a person really value their differences. This allows everyone to embrace and celebrate the richness of the scope of diversity within each individual and have a positive and wholesome regard on diversity in the classroom, within the school system, and the community as a whole (Global Diversity Practice, 2020). B. Loden’s Diversity Wheel The diagram below is Loden’s Diversity Wheel Loden’s Diversity Wheel represents the various dimensions of diversity. As a teacher candidate, it is critical that you understand the factors that make up and influence a person’s individuality. This will make you truly welcoming and truly inclusive. If we would be narrow-minded in looking what constitute diversity, we will miss the opportunity of effectively establishing connections and serving all members of the community most especially your students in your respective classrooms FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 16  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education It was Marilyn Loden and Judy Rosener in 1990 who developed a framework for thinking about the different dimensions of diversity within individuals and institutions. Depicted as concentric circles, this “Diversity Wheel” can be used in many different ways to encourage thinking about values, beliefs, and dimensions of identity for people and organizations (YMCA of the USA, 2020)). Based on the diagram, ethnicity and age are core to our individuality while religion and belief, gender, are core but we cannot change them. They are labelled as inner embedded sphere in which we as humans do not have any control since they are part of our diversity. Those life experiences that we have in the outer sphere make us different from each other. We have control on these experiences which may change or may not change overtime. In nutshell, diversity has two types of dimensions- the inner dimension which we can control because it is innate in us and the outer dimension that if given the right circumstances may be controlled. Diversity may include may include anything and everything which sets us apart. It does not focus only on the visible aspects of us but the invisible which reside our beliefs and values. This wheel was created to bridge the similarities and differences between cross societal and cultural boundaries (Lou and Dean, 2010). C. Diversity and Inclusion Diversity and inclusion stand side-by-side. Inclusion is an effort in which an individual or group is welcomed, equally treated, and culturally and socially accepted. These differences could be innate or built in a person while other attributes are acquired. Inclusion is a sense of belonginess. An inclusive classroom welcomes everybody regardless of disability, age, social status, cultural and ethnic background, and so on and so forth. In an inclusive classroom, each person is accepted and respected for who he/she is. Inclusion is a paradigm shift, new mindset in education that has visible results to the behavior of the students and the entire members of the school system through modification and accommodation of the different needs of these diverse students. The process of inclusion help students to achieve more and maximize their full potential. This process is also rewarding to the teachers and to the school staff as a whole (Raina, 2012). FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 17  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education THINKING OUT LOUD. As a teacher candidate, what are the ways in which you acknowledge and appreciate diversity in the classroom? Express yourself in the call-out below. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 18  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Gender in the Classroom: 3 Making Words Inclusive Advocate gender -neutral /gender- sensitive words in speaking and writing Apply gender -neutral /gender- sensitive words in speaking and You are doing great so far. I know you will be more interested with this since we will make those familiar words inclusive and gender- sensitive. Yes, I can feel your excitement in this lesson. So, start with your appetizer below. RENAME ME! Instruction: Make the list of gender-biased words into gender- neutral words. 1. Ladies and gentlemen 2. Postman 3. Firemen 4. Sales lady/salesman 5. Guys 6. Men-women 7. Mankind 8. Congressmen/women 9. Councilman/woman 10. Freshmen 11. Chairman 12. Brother/sister 13. Father/mother 14. Man-made FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 19  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education 15. Niece/nephew What have you noticed with the list of words? How many terms were you bale to rename? What difficulties you have encountered as you rename them with gender-neutral terms? What did you feel after doing the activity? What makes this activity inclusive? Gender bias is a behavior which shows that you are favoring one gender over the other. It cannot be denied that most often, gender bias is favoring men over women, boys over girl, and so on and so forth. Gender bias in education is takes a gradual and cumulative effect in which few only take notice of. Over the years, so much time, energy, and effort were given to boys and misconceptions that girls need to attend to the household chores and look after the home and siblings. Sociologist would agree that although there are biological differences between male and female, gender roles are heavily influenced by processes of socialization operating in family, school, media, and community as a whole (Raina, 2012). Teachers are even unaware of their biased teaching behavior because they simply teach how they are taught and exposed to subtle gender- biased teaching instructional materials which are overlooked. In the paper of Raina, it is recommended that we teachers must advocate gender-biased in the classroom. The best we to start is by using gender-neutral words in the classroom as we deliver our instruction and overall teaching behavior. Below is the list of gender-biased words with their gender-neutral words counterpart. 1. Ladies and gentlemen- folks or everybody 2. Mankind- humankind 3. Man/men- people 4. Congressmen- members of congress 5. Councilman- councilperson 6. Chairman- chairperson 7. Freshmen- fist year students 8. Man-made- machine-made, synthetic, or artificial 9. Father/mother- parent 10. Son/daughter- child 11. Sister/brother-sibling 12. Nice/nephew- nibbling 13. Husband/wife/girlfriend/boyfriend- spouse/partner/significant other 14. Steward-stewardess- flight attendant 15. Saleslady/saleswoman- salesperson/sales representative FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 20 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education EXAMPLES OF GENDER-SENSITIVE LANGUAGE Compiled by Service-Growth Consultants Inc. May 2003 Below are lists of common gender-biased terms and bias-free substitutes A. Occupational References Biased Biased-free Businessman business executive career girl entrepreneur career woman professional manager cleaning lady executive cleaner delivery boy courier/ messenger foreman supervisor clerk/office assistant girl Friday receptionist insurance man insurance agent landlady/landlord proprietor/building manager mailman mail carrier/letter carrier newsman journalist/ reporter policeman/policewoman police officer repairman repairer/ technician serviceman sales clerk/ sales rep/ sales agent service waitress/waiter representative workman server worker B. Role References Biased Biased-free alumni Graduates chairman/ chairwoman Chair/chairperson committee man/committee woman committee member corporate wife corporate spouse faculty wife faculty spouse front man front/ figurehead hostess host housewife, househusband homemaker middleman go-between man and wife husband and wife ombudsman troubleshooter self-made man self-made person/ entrepreneur spokesman spokesperson/representative C. Group References Biased Biased-free brotherhood Kinship common man Community/ common person, average person countryman compatriot fatherland native land fellowship camaraderie ancestors forefathers forebears warm fraternal intimate Frenchmen the French FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 21 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Man/ mankind humankind, humanity, humans mother tongue native language rise of man rise of civilization thinking man thinking person/thinker/intellectual working man/working woman wage earner, taxpayer D. Other Stereotypes Biased Biased-free king-size jumbo, gigantic kingmaker power behind the throne lady woman ladylike courteous/ cultured like a man resolutely/ bravely maiden name birth name maiden voyage first voyage man (verb) staff/ run man enough strong enough manhood adulthood manly strong/ mature manpower human resources master (noun) owner/ expert/ chief/superior master (verb) learn, succeed at, overcome master (adj) expert/ gifted/accomplished master of ceremonies host/ emcee/ moderator/ convenor/ masterful skilled/ authoritative/commanding mastermind (noun) genius/ creator/instigator mastermind (verb) oversee/ launch/ originate masterpiece work of genius,/chef d’oeuvre masterplan comprehensive plan/vision masterstroke trump card/ stroke of genius man of action dynamo man of letters scholar/ writer/literary writer man of the world sophisticate man-hour staff hours/hours of work motherly loving/warm/nurturing one-up manship upstaging/competitiveness statesman diplomat/ public servant/political leader workmanship quality construction/expertise E. Turns of Phrase Biased Non-Biased All men are created equal We are all created equal be his own boss be one’s own person best man for the job best person for the job Boys will be boys Kids will be kids everybody and their cousins everybody and his brother Everyone for themselves Every man for himself Your home is your castle A man’s home is his castle the average citizen John Q. Public Every school child knows Every schoolboy knows honorable/informal agreement FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 22  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education gentleman’s agreement limbo, unclaimed territory no-man’s-land to a person, without exception to a man (Adapted from: https://www.servicegrowth.net/documents/Examples%20of%20Gender- Sensitive%20Language.net.pdf). The use of gender-neutral words or gender-sensitive language should be part of your advocacy as a teacher candidate for it promotes inclusion. The use of first-person first before disability is also one of your missions in promoting inclusion. So, instead of saying he is autistic child, visually- impaired student, hearing-impaired person, disabled person, and so on and so forth, you say, a child with autism, and a student who is visually-impaired, a person who is hearing impaired, a person with disability, etc. Persons with exceptionalities are persons; disability is just a part of him/her as a person. Applying first-person-first coupled with the use of gender-neutral and gender- sensitive language models inclusive atmosphere in the classroom. Your students with special needs who learns alongside with their non-disabled learners will feel a sense of belongingness as they journey with you with your inclusive teaching behavior and practices. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 23  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Historical and Sociocultural Foundations of Special Education 4 Discuss the historical and sociocultural foundation of special education; and Able to know the historical timeline and sociocultural of special education. Whenever you go, you will always look back because it is your guide to the present and the future. Collaborating the special children to the normal is not easy, how come that the special children can collaborate to a normal child? You will find the answers to these question in this lesson. Think about history or you past experience. Instruction: Answer the following questions: 1. What was your best experience in the past that you use the lesson that you learned in the present? 2. Does history is important? Why do you think that the migration of person with special needs is important? What are the possible happen if there will be a mainstreaming? Was the person got bullies or they will get valued and appreciated? FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 24  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education SOCIOCULTURAL THEORY Lev Vygotsky- A proponent of a sociocultural theory. A sociocultural theory focuses on which children’s cognitive development is influenced by the cultures in which they are reared and the people who teach them. In his early workings he advocated what is known as “full inclusion model (Lipsky and Gardner, 1996). Vygotsky express firm conviction that special needs education should not be diminished version of regular education, but a speedily designed setting where the entire staff of the school are able to exclusively serve the individual needs of the students with disabilities, special needs need special trained teacher’s, a differentiated curriculum, special technological auxiliary means and simply more time to learn. All these should be available in the methods of teaching that should be change not the school setting. Students must always be maintained as much as possible within the inclusive social and cultural environment of the school. Let’s find out what are the principles of sociocultural Fundamental principles of sociocultural perspectives on perspectives learning! learning Three themes are often identified with Vygotsky’s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected. Human development and learning originate in social, historical, and cultural interactions. Vygotsky contended that thinking has social origins, social interactions play a critical role especially in the development of higher order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)” (Vygotsky, 1978, p. 57). It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott & Palincsar, 2013). Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 25  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a “transformation of participation in a sociocultural activity” not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315). Use of psychological tools, particularly language, mediate development of higher mental functions. Another important aspect of Vygotsky’s views on learning is the significance of language in the learning process. Vygotsky reasoned that social structures determine people’s working conditions and interactions with others, which in turn shape their cognition, beliefs, attitudes, and perception of reality and that social and individual work is mediated by tools and signs, or semiotics, such as language, systems of counting, conventional signs, and works of art. He suggested that the use of tools, or semiotic mediation, facilitates co-construction of knowledge and mediates both social and individual functioning. These semiotic means play an important role in development and learning through appropriation, a process of an individual’s adopting these socially available psychological tools to assist future independent problem solving (John-Steiner & Mahn, 1996). Vygotsky viewed language as the ultimate collection of symbols and tools that emerge within a culture. It is potentially the greatest tool at our disposal, a form of a symbolic mediation that plays two critical roles in development: to communicate with others and to construct meaning. Learning occurs within the zone of proximal development. Probably the most widely applied sociocultural concept in the design of learning experiences is the concept of the Zone of Proximal Development (ZPD). Vygotsky (1978) defined ZPD as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (p. 86). He believed that learning should be matched with an individual’s developmental level and that in order to understand the connection between development and The distance between the actual learning, it is necessary to distinguish the developmental levels as determined actual and the potential levels of independent problem solving development. Learning and development are best understood when the focus is on processes rather than their products. He considered the ZPD to be a better and more dynamic indicator of cognitive development since it reflects what the learner is in the process of learning as compared to merely measuring what the learner can accomplish independently, reflecting what has been already learned (Vygotsky, 1978). FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 26  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education The historical foundations timeline of special education 1965- Congress adds Title IV to the elementary & Secondary Education Act of 1965, which created a Bureau of Education for the Handicapped (today, this bureau is called the office of Special Education Programs or OSEP). At this time, educating students with disabilities is NOT mandated by federal or state law. 1972- Supreme Court Decisions apply the equal protection argument to students with disabilities [PARC v. Pennsylvania (1972) and mills v. D.C Board of Education (1972). Some students with disabilities start going to school as a result of these court decisions. 1973- Section 504 of the rehabilitation Act of 1973 is enacted, which protects qualified individuals from discrimination based on disability. Since this law was enacted without excitement, most educators did not know it applied to public schools. 1975- The education for all handicapped Children Act is authorized and is now known as the Individuals with Disabilities Education Act (IDEA). This mandated that all school districts to educate students with disabilities. This included: providing federal funding. FAPE, LRE, Procedural safeguards, Non-discriminatory evaluations. And IEPs. 1977- The final regulations for EAHCA are determined, which include rules for school districts to follow when providing an education to students with disabilities. 1986- The EACHA adds the Handicapped Children’s Protection Act, giving parents and students’ rights under EACHA (now IDEA) and section 504. 1990- The Americans with Disabilities Act (ADA) uses Section 504 regulations - “504 Plans” are now made for individual students and have become much more common in schools now. 1990- The EAHCA is now called the individuals with Disabilities Education Act (IDEA). One of the biggest changes to this Act is the transitional services for students with disabilities. This included changes such as: ⚫ The word “handicap” was changed to “disability” ⚫ Person first language ⚫ Added Traumatic Brain Injury (TBI) and Autism categories ⚫ Transition services ⚫ Assertive technology & related services 1997- IDEA amends that students with disabilities are to be included in on state and district-wide assessments. Regular Education teachers are now also required to be part of the IEP team. These changes included and/ or affected: ⚫ FAPE ⚫ Nondiscriminatory evaluation ⚫ IEP FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 27  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education ⚫ LRE ⚫ Discipline ⚫ Related Services ⚫ Parents Rights 2001- No Child Left behind: This states that all students (including those with disabilities) to be proficient in math and reading by the year 2014 2004- IDEA changes again many ways. The biggest change creates more accountability at the state and local levels. Another change is that the school districts must provide instruction and intervention for students to help keep them out of special education, if possible. Complete the table by stating of what happened on that year. Topic: The historical foundations timeline of special education YEAR 1972 2001 2004 1997 1990 (The EAHCA) 1977 1973 1965 1975 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 28 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Philosophical and Theoretical 5 Discuss the philosophical and theoretical foundation of special education; and Applies knowledge of models, theories, and philosophies that provide the basis for special education practice. We know that we have brilliant and intelligent philosophers. Now, you have to identify the philosopher who said the following given lines/quotes. Instruction: Write your answers on the space provided before the number 1. “The unexamined life is not worth living” 2. “We are what we repeatedly do. Excellence, then, is not an act, but a habit” WHO SAYS? 3. “That man is wisest who, like Socrates, realizes that his wisdom is worthless” 4. “That man is wisest who, like Socrates, realizes that his wisdom is worthless” 5. “It is one thing to show a man that he is in error, and another to put him in possession of truth” FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 29  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Are you familiar with those philosophers? What do you think the connection of the activity to our new topic? Do you have philosophies in life? What are those? PHILOSOPHY OF INCLUSIVE EDUCATION For almost quarter century, services to people with Let’s discuss the disabilities were seemingly endless state of flux. In this process, philosophies and the central themes that emerged and changed the future direction theories of Inclusive Education of services were deinstitutionalization, normalization, equal rights, access, least restrictive environment and community based services. PHILOSOPICAL FOUNDATION should have the rights as normal children do. must NOT be isolated nor be looked down. must be treated as persons of dignity. needs should be provided. Models of Services The various initiatives for disabled always reflected two primary approaches to rehabilitation i.e., individual pathology and social pathology. In the former approach, the individual is seen as problem while in latter the environment is seen as problem. Within these two FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 30  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education approaches, four models of disability emerged, which are - the charity model, the bio-centric model, the functional model and the human rights model (NCERT, 2006). a. The Charity Model. The charity model brought out various welfare measures like providing care, shelter and basic needs. This resulted in establishment of more number of residential units that provided custodial care. These institutions functioned like detention centres and there was no public accountability or comprehensive provisions of services that would enhance the quality of life for individuals with disabilities. Eventually, this model resulted in marginalization and disconnect with the larger society. b. The Bio-centric Model. Evolving from the previous model, bio-centric model regards disability as a medical or genetic condition and prompted to seek medical treatments as only means 25 of management. The role of family, society and government was flippant according to this model. However, medical diagnoses and biological treatments have to be necessarily part of the rehabilitation of the disabled along with the family and social support to participate in the activities of social life. c. The Functional Model. In the functional model, entitlement to rights is differentiated according to judgments of individual incapacity and the extent to which a person is perceived as being independent to exercise his/her rights. For example, a child’s right to education is dependent on whether or not the child can access the school and participate in the classroom, rather than the obligation being on the school system becoming accessible to children with disabilities. Thus, it may not pose obligation to schools for facilitating barrier free education. d. The Human Rights Model. The human rights model positions disability as an important dimension of human culture and it affirms that all human beings are born with certain inalienable rights. According to this model, the principle of respect for difference and acceptance of disability as part of human diversity and humanity is important, as disability is a universal feature of the human condition. It purports to identify those barriers for participation in society and removes them. Advocating for non-discrimination, it also calls for reasonable differentiation only to create specialized support services for effective participation in the society. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 31  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education BASIC PHILOSOPHY OF SPECIAL EDUCATION “Every child with special needs has a right to an educational program that is suitable to his needs.” “Special education shares with regular education basic responsibilities of the educational system to fulfill the right of the child to develop to his full potential.” Developing a comprehensive system of inclusive special education A new theory has been proposed that synthesizes theory and research from both special education and inclusive education in order to present a model for providing effective education for all children with SEND (special educational needs and disabilities) Th e theory of inclusive special education comprises a synthesis of the philosophy and values of inclusive education along with the strategies and interventions used in special education. The theory of inclusive special education provides guidelines for policies, procedures and evidence-based teaching strategies that will support the delivery of effective education for all children with SEND. The goal of this new approach is to ensure that all children with SEND are effectively educated in special or mainstream facilities, wherever most is appropriate, from early childhood through secondary school education. Thus, the model combines key aspects of special education and inclusive education to form inclusive special education. Inclusive special education is about providing the best possible instruction for all children with SEND, in the most appropriate setting, throughout all stages of a child’s education, with the aim of achieving the highest possible level of inclusion in the community post-school. Its focus is on effectively including as many children as possible in mainstream schools, along with the availability of a continuum of placement options from mainstream classes to special schools, and involving close collaboration between mainstream and special schools. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 32  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Continuum of placement options from mainstream classes to special schools Inclusive special education recognizes that, although the majority of children with SEND can be effectively educated in mainstream classes, there are a minority of children with higher levels of SEND who benefit more from being educated in resource rooms, special classes or special schools for some or all of the time at school (Kauffman & Badar, 2014a; NCSE, 2010; Warnock, 2005). Therefore, it is necessary that a continuum of placement options, from mainstream classes to special schools, is available. Such continua of options, often referred to as cascades of services have been the reality of special education provision in most countries for many years and typically include options from mainstream classrooms with support from specialist teachers or teaching assistants, through resource rooms or special classes within mainstream schools, to separate special schools. A typical continuum includes the options below: mainstream class with differentiation of work by the class teacher; mainstream class with guidance for the teacher provided by a specialist teacher; mainstream class with support for the pupil from a teaching assistant; mainstream class with some time spent in a resource room; special class within a mainstream school; special class that is part of a special school but is attached to a mainstream school; special school which is on same campus as a mainstream school; special school on a separate campus; residential special school on its own campus. ESSAY: Write an essay about the statement in inclusive education. Write it in just 5 to 10 sentences only. “Inclusion is a process. Inclusive education is not merely about providing access into mainstream school for pupils who have previously been excluded. It is not about closing down an unacceptable system of segregated provision and dumping those pupils in an unchanged mainstream system. Existing school systems - in terms of physical factors, curriculum aspects, teaching expectations and styles, leadership roleswill have to change. This is because inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice” (Barton, 1998) FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 33  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education LESSON Legal Foundation 6 Discuss the UN Convention on the Rights of the Child (1989) Describe federal laws related to providing education and related services to students with disabilities. Before we start, let’s exercise our minds! Instruction: Rearrange the words to form complete meaningful sentences 1. disabilities not children with excluded are 2. support the persons with necessary disabilities receive 3. disabilities justice persons with for 4. disabilities persons should be entitled with 5.prohibit on the of disability discrimination basis What did you observe from the sentences given? What do you think the connection of the activity to our new topic? If you are in the feet of a person with special needs, how can you express your right in education? FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 34  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education UN CONVENTION ON THE RIGHTS OF THE CHILD (1989) The United Nations Convention on the Rights of the Child (commonly referred to as the CRC, CROC, or UNCRC) is the most widely ratified human rights treaty in the world. It is a human rights treaty built on different legal systems and cultural traditions which sets out the civil, cultural, Let’s be guided with legal foundation of economic, political and social rights of children. In doing so it inclusive education! declares a universally agreed set of non-negotiable standards and obligations. The Convention was adopted and opened for signature, ratification and accession by the United Nations General Assembly through resolution 44/25 on November 20, 1989 and it came into force on September 2, 1990. As stated in Article 1, for the purposes of the Convention, a child is defined as any human being under the age of eighteen. Every right spelled out in the Convention is inherent to the human dignity and the holistic and harmonious development of every child. The four core principles of the Convention are: 1. Non-discrimination (article 2): All children have rights, regardless of race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. 2. Devotion to the best interests of the child (article 3): The child’s best interests must be a primary consideration in all decisions affecting her or him. 3. The right to life, survival and development (article 6): All children have a right to life, and to survive and develop – physically, mentally, spiritually, morally, psychologically and socially – to their full potential. 4. Respect for the views of the child (article 12): Children have the right to express themselves freely on matters that affect them, and to have their views taken seriously. As documented by UNICEF, the 54 articles included in the Convention address the following rights: Article 1 (Definition of the child): The Convention defines a ‘child’ as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, has encouraged States to review the age of majority if it is set below 18 and to increase protection for all children under 18. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 35 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Article 2 (Non-discrimination): The Convention applies to all children, regardless of race, religion or abilities. Article 3 (Best interests of the child): The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children and when they make decisions, they should think of the potential impacts children in particular regarding budgets, policy and laws. Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. Ratification of the Convention obliges countries to review their laws relating to children and all applicable services, as well as levels of funding for these services. Governments are obliged to take all necessary steps to ensure that the minimum standards set by the Convention are being met. They are obliged to assist families to protect children’s rights and create an environment where they can grow and reach their potential. In some instances, this may involve amending existing laws or creating new ones. Article 5 (Parental guidance): Governments should respect the rights and responsibilities of families to direct and guide their children so that, as they grow, they learn to use their rights properly. Article 5 encourages parents to deal with rights issues “in a manner consistent with the evolving capacities of the child”. In line with Article 4, the Convention awards governments the responsibility of protecting and assisting families to ensure that they fulfil their role as nurturers of children. Article 6 (Survival and development): Children have the right to live. Governments should ensure that children survive and develop healthily. Article 7 (Registration, name, nationality, care): Children have the right to a legally registered name officially recognized by the government. Children have the right to a nationality (to belong to a country). Additionally, children have the right to know and, as far as possible, to be cared for by their parents. Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties. Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it has a negative impact on them. For children whose parents do not live together, they have the right to stay in contact with both parents, unless this may cause harm to the child. Article 10 (Family reunification): Families members who live in different countries should be allowed to move between those countries so that parents and children may remain in contact, or be reunited as a family. Article 11 (Kidnapping): Governments should take steps to stop children being taken out of their own country illegally. This article is particularly concerned with parental FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 36 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education abductions. The Optional Protocol on the sale of children, child prostitution and child pornography has a provision that concerns abduction for financial gain. Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say their opinion and have this taken into account. The Convention encourages adults to listen to the opinions of children and involve them in decision-making without giving children authority over adults. Article 12 does not interfere with parents’ right and responsibility to express their views on matters affecting their children. Moreover, the Convention recognizes that the level of a child’s participation in decisions must be appropriate to the child’s level of maturity. Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into consideration. Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing. Article 14 (Freedom of thought, conscience and religion): Children have the right to think and believe what they choose and to practice their religion, as long as they are not preventing other people from enjoying their rights. Parents have an obligation help guide their children in these matters. The Convention respects the rights and duties of parents in providing religious and moral guidance to their children. At the same time, the Convention recognizes that as children mature and are able to form their own views, some may question certain religious practices or How can we cultural traditions. The Convention supports children’s promote equality right to examine and express their beliefs, whilst among children? respecting the rights and freedoms of others. Article 15 (Freedom of association): Children have the right to meet together and to join groups and organizations, as long as it does not stop other people from enjoying their rights. In exercising their rights, children have the responsibility to respect the rights, freedoms and reputations of others. Article 16 (Right to privacy): Children have a right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes. Article 17 (Access to information; mass media): Children have the right to get information that is important to their health and well-being. Governments have an obligation to encourage mass media – radio, television, newspapers and Internet content sources – to provide information that children can understand, and to not promote materials that could harm children. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 37 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Article 18 (Parental responsibilities; state assistance): Both parents share responsibility for bringing up their children, and should always consider what is best for each child. Governments must respect the responsibility of parents for providing appropriate guidance to their children – the Convention does not take responsibility for children away from their parents and give more authority to governments. It obliges governments to provide support services to parents, especially if both parents work outside the home. Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protected from violence, abuse and neglect by their parents, or anyone else. In terms of discipline, the Convention does not specify what forms of punishment parents should use, however any form of discipline involving violence is unacceptable. In most countries, laws already define what sorts of punishments are considered excessive or abusive. It is the duty of each government to review these laws in line with the Convention. Article 20 (Children deprived of family environment): Children who cannot be looked after by their own family have a right to special care and must be looked after in a correct manner by people who respect their ethnic group, religion, culture and language. Article 21 (Adoption): Children have the right to care and protection if they are adopted or in foster care. The first concern must be for their well-being. The same rules should apply whether they are adopted in the country where they were born, or if they are taken to live in another country. Article 22 (Refugee children): Children have the right to special protection and help if they are refugees (if they have been forced to leave their home and live in another country), as well as all the rights in this Convention. Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they may live full and independent lives. Article 24 (Health and health services): Children have the right to good quality health care – to safe drinking water, nutritious food, a clean and safe environment, and information to help them stay healthy. Rich countries should help poorer countries achieve this. Article 25 (Review of treatment in care): Children who are looked after by their local authorities, rather than their parents, have the right to have these living arrangements monitored and evaluated regularly to see if they are the most appropriate. Their care and treatment should always be based on “the best interests of the child”. (see Guiding Principles, Article 3) Article 26 (Social security): Children – either through their guardians or directly – have the right to help from the government if they are poor or in need. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 38 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Article 27 (Adequate standard of living): Children have the right to a standard of living that is good enough to meet their physical and mental needs. Governments should help families and guardians who cannot afford to provide this, particularly with regard to food, clothing and housing. Article 28: (Right to education): All children have the right to a primary education, which should be free. Wealthy countries should help poorer countries achieve this right. Discipline in schools should respect children’s dignity and schools must be run in an orderly way. In line with Article 19, this should occur without the use of violence. Any form of school discipline should take into account the child’s human dignity. Governments must ensure that school administrators review their discipline policies and eliminate any discipline practices involving physical or mental violence, abuse or neglect. Young people should be encouraged to reach the highest level of education of which they are capable. Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people. Children have a particular responsibility to respect the rights their parents, and education should aim to develop respect for the values and culture of their parents. The Convention does not address such issues as school uniforms, dress codes, the singing of the national anthem or prayer in schools. It is up to governments and school officials in each country to determine whether, in the context of their society and existing laws, such matters infringe upon other rights protected by the Convention. Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one’s own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country. Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities. Article 32 (Child labor): Governments should protect children from work that is dangerous or might harm their health or their education. Although the Convention protects children from harmful and exploitative work, there is nothing in it that prohibits parents from expecting their children to help out at home in ways that are safe and appropriate to their age. If children help out in a family farm or business, the tasks they do should be safe and suited to their level of development and comply with national labor laws. Children’s work should not jeopardize any of their other rights, including the right to education, or the right to relaxation and play. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 39 MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Article 33 (Drug abuse): Governments should use all means possible to protect children from the use of harmful drugs and from being used in the drug trade. Article 34 (Sexual exploitation): Governments are obliged to protect children from all forms of sexual exploitation and abuse. This provision in the Convention is enhanced by the Optional Protocol on the sale of children, child prostitution and child pornography. Article 35 (Abduction, sale and trafficking): The government should take all measures possible to make sure that children are not abducted, sold or trafficked. This provision in the Convention is enhanced by the Optional Protocol on the sale of children, child prostitution and child pornography. Article 36 (Other forms of exploitation): Children should be protected from any activity that takes advantage of them or could harm their welfare and development. Article 37 (Detention and punishment): No person is allowed to punish children in a cruel or harmful way. Children who break the law should not be treated cruelly. They should not be put in prison with adults, should be able to keep in contact with their families, and should not be sentenced to death or life imprisonment without possibility of release. Article 38 (War and armed conflicts): Governments are obliged to do everything they can to protect and care for children affected by war. Children under 15 should not be forced or recruited to take part in a war or join the armed forces. The Convention’s Optional Protocol on the involvement of children in armed conflict further develops this right by raising the age for direct participation in armed conflict to 18 and establishing a ban on compulsory recruitment for children under 18. Article 39 (Rehabilitation of child victims): Children who have been neglected, abused or exploited should receive special help to physically and psychologically recover and reintegrate into society. Particular attention should be paid to restoring the health, self- respect and dignity of the child. Article 40 (Juvenile justice): Children who are accused of breaking the law have the right to legal help and fair treatment in a justice system that is respectful of their rights. Governments are required to set a minimum age below which children cannot be deemed criminally responsible and to provide minimum guarantees for the fairness and quick resolution of judicial or alternative proceedings. Article 41 (Respect for superior national standards): In the case that the laws of a country provide better protection of children’s rights than the articles in the Convention, those laws should apply. Article 42 (Knowledge of rights): Governments should make the Convention known to adults and children and adults should assist children to learn about their rights. (See also article 4) Articles 43-54 (implementation measures): discusses how governments and international organizations should work to ensure children’s rights are protected. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 40  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education UN Convention on the Rights of Person with Disabilities (CRPD) The UN Convention on the Rights of Persons with Disabilities was adopted in 2006. Ireland signed the Convention in 2007 and Promote the peace further to its ratification in March 2018 it enters into force from and diversity in 19 April 2018. our community. The purpose of the Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. It applies established human rights principles from the UN Declaration on Human Rights to the situation of people with disabilities. It covers civil and political rights to equal treatment and freedom from discrimination, and social and economic rights in areas like education, health care, employment and transport. States which ratify the UN Convention commit themselves to delivering civil and political rights to people with disabilities, and to progressive realization of social and economic rights. Article 1 defines the purpose of the Convention: to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity Articles 2 and 3 provide definitions and general principles such as communication including Braille, sign language, plain language and nonverbal communication, reasonable accommodation and universal design. Articles 4–32 define the rights of persons with disabilities and the obligations of states parties towards them. Many of these mirror rights affirmed in other UN conventions such as the International Covenant on Civil and Political Rights, International Covenant on Economic, Social and Cultural Rights or the Convention Against Torture, but with specific obligations ensuring that they can be fully realized by persons with disabilities. Articles 33–39 govern reporting and monitoring of the convention by national human rights institutions (Article 33) and Committee on the Rights of Persons with Disabilities (Article 34). Articles 40–50 govern ratification, entry into force, and amendment of the Convention. Article 49 also requires that the Convention be available in accessible formats. THE UNESCO SALAMANCA STATEMENT This report from the UN’s education agency calls on the international community to endorse the approach of inclusive schools by implementing practical and strategic changes. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 41  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education In June 1994 representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm. In addition, the Conference adopted a new Framework for Action, the guiding principle of which is that ordinary schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. All educational policies, says the Framework, should stipulate that disabled children attend the neighborhood school 'that would be attended if the child did not have a disability.' Education for all How important to The Statement begins with a commitment to Education be educated? Is it for All, recognizing the necessity and urgency of providing free for all? education for all children, young people and adults 'within the regular education system.' It says those children with special educational needs 'must have access to regular schools' and adds: Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-e effectiveness of the entire education system. Directions: The table below gives examples of people-first language alternatives. Can you think of others? If so, add them to the table. Avoid using words like these… Think about using people-first words like these instead… EXAMPLE: handicapped, crippled, person with a disability, person who is differently abled, victim of, stricken blind with, suffers from handicapped parking confined to a wheelchair, wheelchair-bound retarded, vegetable lunatic, crazy, psycho stutterers he is learning disabled FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 42  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education Congratulations for finishing Module 1 with all enthusiasm and patience. Good job for doing all activities. But before you proceed to Module 2, you need to refresh yourself with the highlights of Module 1 and answer the assessment below. MODULE ASSESSMENT A. Encircle the correct letter of your answer. 1. In what year does the final regulations for EAHCA are determined, which include rules for school districts to follow when providing an education to students with disabilities happened? A. 1997 B. 1977 C. 1987 D. 1977 2. Who is the proponent of SCAFFOLDING? A. Jean Keats B. Jerome Bruner C. Lev Vigotsky D. Lev Vygotsky 3. How can a child learn from scaffolding? A. Let the child read in his own and give him a snacks for reinforcement. B. The child is force to learn by his own ways. C. Give any praises or appreciation while doing the tasks. D. Guide the child while he is in learning phase. 4. Which of the following is NOT belong to the Disabilities Education Act (DEA)? A. Person first language B. The word “handicap” was changed to “disability” C. Give a shelter for those homeless persons with disability D. Assertive technology & related services 5. According to Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful and. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE 2020 43  MODULE 1: Understanding Essential Concepts, Diversity and Foundation of Special and Inclusive Education A. Colorful Activity B. Collaborative Activity C. Intrapersonal Activity D. Mass Activity 6.What is the acronym of SEND? A. Special Education of Needs and Diversity B. Special Educational Needs and Disabilities C. Special Educational Necessities and Diversity D. Special Ethnicity and National Diversity 7. A child’s right to education is dependent on whether or not the child can access the school and participate in the classroom, rather than the obligation being on the school system becoming accessible to children with disabilities. Based on the given example, what type of model of services is this? A. Functional Model B. Human Rights Model C. Charity Model D. Bio-centric Model 8. Which of the following is NOT belong to Philosophical Foundation of Education? A. should have the rights as normal children do. B. must be isolated nor be looked down. C. must be treated as persons of dignity. D. needs should be provided. 9.. What is the main benefit of The theo