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Foundation Of Special And Inclusive What is Inclusive Education? Education (FSIED) Putting the right to education into BSEd-SS 2-1 action by including ALL learners, re...

Foundation Of Special And Inclusive What is Inclusive Education? Education (FSIED) Putting the right to education into BSEd-SS 2-1 action by including ALL learners, respecting their diverse needs, What is FSIED? abilities, and characteristics, and It is an overview of philosophies, eliminating all forms of theories, and legal bases of special discrimination in the learning needs and inclusive education, environment (UNESCO, 2009). typical and atypical development of children, learning characteristics of According to DepEd No. 21 Series student with special education needs of 2019 and DepEd No. 42 Series of (gifted and talented, learners with 2017, teachers are expected to act difficulty seeing, learners with as major implementers of inclusive difficulty hearing, learners with education. difficulty communicating, learners with difficulty walking/moving, To understand what inclusive learners with difficulty remembering, education is, first, it is easier to look and focusing learners with difficulty at what it is not. Inclusion is not: with self-care) and strategies in teaching and managing these learners Exclusion - it is where the learner is in the regular class. denied access to education. (eg. a child being unable to join the school) Segregation - it is where the learners What is Education? have an access to education, but they The process of learning and are a separated environment to their changing as a result of schooling and peers or other students. (eg. special other experiences (Algozinne and schools or units) Ysseldyke, 2006). Integration - it is where the learners are taught in the mainstream What is Special Education? classroom, but there are no It is an instruction designed for adjustments for the child. (eg. in students with special learning needs order to access the lesson the child (Algozinne and Ysseldyke, 2006). must adapt which the teaching and assessment remains the same) Special Education Needs (SEN) in other countries as children with Inclusion is when ALL learners are impairments (UNESCO, 2017). educated within the regular classroom alongside peers of the same age.  Barriers in order to implement 1760 inclusion, such as: Charles Michel L’Epeé He founded a school for the deaf in 1. Instruction France. 2. Assessment He developed a form of 3. Environment communication which is the “signes 4. Curriculum methodiques” that is formed based on the deaf's sign language and This includes that we should ensure common hand signs. that ALL students can access the learning material regardless of their 1788 learning capacity. Valentin Haüy The “Father of the Blind” In 2016, the United Nations He founded the 1st school for the explained inclusion as: Blind - National Institute for the Young Blind in Paris. A process of systematic reform Its purpose was to educate students embodying changes and and teach them manual work: modifications in content, teaching spinning, and letterpress. methods, approaches, structures, and strategies in education to overcome Haüy’s learning institute helped the barriers with a vision serving to likes of Louis Braille to be educated. provide ALL students of the relevant Louis Braille took inspiration from age range with an equitable and the books of the school to create the participatory learning experience and “Braille system.” environment that best corresponds to their requirements and preferences 19th Century (United Nations, 2016). In this era, there are few learning institutions that are built for the Evolution of Special Education people with disabilities. As well as throughout the World methods to teach them the basics easily. 18th Century People with special needs are treated 1817 as cursed or evil beings. This is due Thomas Hopkins Gallaudet to the lack of medical advancements He opened the Connecticut Asylum that can help in diagnosing and for the Education and Instruction of helping them. Deaf and Dumb Persons, which is the first special education school in North America.  The American Sign Language (ASL) This states the education rights of also emerged in this school. persons with disabilities and also the responsibilities of the family, 1829-1848 government, and learning institutions Samuel Gridley Howe to their education. The law was also Opened two schools for students amended in 1997 to further enhance with special needs - Perkins School the programs provided by the for the Blind & Massachusetts learning institutions to the special School for Idioticand Feeble-Minded needs students. Children. Also established the first circulating 1982 library with printed Braille alphabet. The court ruling for the Board of Education of Hendrick Hudson 20th Century Central School District 5. Rowley Many laws and amendments are stated that students who qualify for implemented in order to serve special education programs must be students with special needs to be provided with individualized included in getting the access to instruction to meet their specific education that they can enjoy as a needs. human being. 2002-2004 1966 The No Child Left Behind Act - This An amendment was made to the law significantly increased the Elementary and Secondary federal role in holding schools Education Act in order to provide responsible for the academic funding for public schools who progress of all students including the support students with special needs. minority and the special needs students. 1973 The Rehabilitation Act stated that no 21st Century people with disabilities should be With the involvement of new denied the financial and educational methods and technologies, is it support given by the federal possible that schools became more government. inclusive when it comes to people with special needs. 1975 The Education for All Handicapped In a new education system where Children Act was signed into law. It critical thinking and self advocacy is is now known as the Individuals with important there are things needed to Disabilities Education Act (IDEA). be done by facilitators:  1. Create Specific Self-Advocacy and administrator and the teacher of the SelfDetermination IEP Goals special school was Ms. Delight Rice. 2. Involve Students in the IEP and Transition Process Presently, the Philippine school for 3. Connect Students to In and Out of the Deaf is located on Harrison School Experiences That Promote Street, Pasay City. Meanwhile, the Goals Philippine National School for the Blind is adjacent to it on Polo Road. Modern technology also helped the students in this era be included in the 1927 current curriculum: The government established the Welfareville Children’s Village, a 1. Tablets/Handheld and school for people with mental Touchscreen Computers retardation in Mandaluyong. 2. Adaptive software that produces Morse 1945 code/text-to-speech The National Orthopedic Hospital translation and hardwares School for the Crippled Children and for easier production of Youth is established. braille materials 3. Creates bridges on the gaps 1949 with mobility impairment Quezon City Science High School such as prosthetic limbs. was inaugurated for gifted students. The Philippine Foundation for the Evolution of Special Education in the Rehabilitation of the Disabled was Philippines organized. 1902 1950 The interest to educate Filipino PAD opened a school for the children with disabilities was children with hearing impairment. expressed through Mr. Fred Atkinson, the General 1953 Superintendent of Education. The Elsie Gaches Village was established in Alabang to take care 1907 of the abandoned and orphaned Special Education was formally children and youth with physical and started in the country by establishing mental handicaps. the Insular School for the Deaf and Blind in Manila. The first  1956 Experimental integration of blind First Parent Teacher Work children at the Jose Rizal Elementary Conference in Special Education was School in Pasay. held at SDB. St. Joseph of Cupertino School for Special classes for the deaf in regular the Mentally Retarded was founded. classes were implemented. 1963 1957 With the approval of R.A. No. 3562, The Bureau of Public Schools of the the training of DEC teacher scholars Department of Education and for blind children started at the Culture created the Special Philippine Normal University. Education Section of the Special Subjects and Service Education. 1965 Marked the start of training 1. Legislation programs for school administrators 2. Teacher training on the supervision of special classes 3. Census of Exceptional children held at UP. 4. Integration of children with disabilities in regular classes 1970 5. Rehabilitation of residential and Training of teachers for Children special schools. with behavior problems started at the 6. Material production University of the Philippines. 1960 1973 Some private colleges and The juvenile and domestic Relations universities started to offer special Court of Manila established the education courses on the graduate Tahanan Special School for the school curriculum. socially maladjusted children and youth. 1962 Manila Youth Reception Center 1975 (MYRC) was opened for the socially The Division of Manila City Schools maladjusted and emotionally implemented the Silahis Concept of disturbed. Special Education in public The Division for Early Childhood elementary schools. issued Circular No.11 s.1962 “Qualifications of Special Education 1979 Teachers”. The Bureau of Elementary Education Special Education unit conducted a two-year nationwide survey of  unidentified exceptional children the CHED to provide architectural who were in school. facilities or structural features for disabled persons in all state colleges, 1980 universities and other buildings. The School for the Crippled Children at the Southern Island Hospital in 2000 Cebu City was organized. DECS Order No. 11, s. 2000 - Recognized Special Education 1990 (SPED) Centers in the Philippines. The Philippine Institute for the Deaf, an oral school for children with 2002 hearing impairment, was established. An ongoing mobile teacher–training program by the Department of 1992 Education and the University of the The summer training for teachers of Philippines trains regular and special the visually impaired started at the education teachers on how to educate Philippine Normal University. children with special needs. 1993 2007 DECS issued Order No. 14 that The Special Education Act of 2007 directed regional officers to organize identifies ten groups of Children the Regional Special Education with Special Needs. Council (RESC). 2009 1995 DepEd under its wing had 217 SPED The summer training for teachers of Centers that cater to the needs of the hearing impaired was held at children with special abilities. The Philippine Normal University. department issued Braille textbooks to help especially visually impaired 1998 children. DECS order No. 5 “Reclassification of Regular teacher and principal 2010 items to SPED teacher and special Special Education Act of 2010, An schools principal item". act establishing at least one Special Education center for each school 1999 division and at least three Special DECS order no. 33 “Implementation Education centers in big school of administrative order no. 101 divisions for children with special directing the Department of Public needs, guidelines for government Works and highways, the DECS and  financial assistance and other Philippines began when Rev. Fr. incentives and support. William D. Murray founded the School for the Deaf and Blind in 2012 Manila (now known as the DepEd has increased the funding for Philippine School for the Deaf). its Special Education program and is set to open new centers. 1926 The Bureau of Public Schools (now 2013 the Department of Education) DepEd organized a National established a class for children with Conference for SPED Teachers to hearing impairments, highlighting a sharpen their skills. growing recognition of the need for special education programs. Legislation Of Special Education In The Philippines Post-World War 2 Special education (SPED) in the 1949 Philippines is governed by various The Philippines signed the Universal laws and policies that aim to ensure Declaration of Human Rights, which the rights and access of children with influenced the country’s commitment special needs to quality education. to education as a fundamental human right. The history of special education legislation in the Philippines reflects 1960 the country’s evolving understanding The Education Act of 1940, which of the rights of persons with restructured the country 's disabilities and its growing educational system, did not commitment to inclusive education. specifically include provisions for The progression of laws is marked special education, but its by milestones that aim to promote implementation paved the way for access to education for children with recognizing the need for SPED. disabilities, ensuring that their rights to learning are protected and 1970 respected. The Department of Education initiated programs for children with Pre-World War 2 disabilities, focusing on the establishment of special classes and 1907 schools for children with specific The first recorded effort to provide disabilities (e.g., hearing, visual, and formal education for the deaf in the intellectual impairments). 1970’s: The Formulation of Special 1995 Education RA 7277 was amended by RA 9442 to further strengthen the rights and 1974 privileges of persons with Presidential Decree No. 603, also disabilities, including educational known as the Child and Youth support, scholarships, and incentives Welfare Code, was enacted under for institutions offering SPED President Ferdinand Marcos. programs. 1977 1998 Presidential Decree No. 1509 created The Philippine Constitution of 1987 the National Commission (Article XIV, Section 2) also Concerning Disabled Persons indirectly supported SPED by (NCCDP), now known as the affirming the state's responsibility to National Council on Disability provide free and accessible education Affairs (NCDA). for all, including those with special needs. 1978 DepEd and Department of 2010’s: Integration of SPED into Education, Culture, and Sports Mainstream Education issued Department Order No. 10, s. 1978. Republic Act No. 10533, or the Enhanced Basic Education Act 1990’s to Early 2000’s (K-12 Law), was passed. The law reformed the educational system by 1992 extending basic education and Republic Act No. 7277, the Magna included provisions for special Carta for Persons with Disabilities, education, ensuring that learners enacted in 1992, recognized the with disabilities are catered to under rights of persons with disabilities to the new K-12 curriculum. education, employment, and health, among others. The most recent and significant development in special education 1994 legislation came with the passage of The Salamanca Statement and Republic Act No. 11650 or the Framework for Action on Special Instituting a Policy of Inclusion and Needs Education, to which the Services for Learners with Philippines is a signatory, marked a Disabilities in Support of Inclusive global push towards inclusive Education Act. education. Different Types of Disabilities and Talents The Special Education Categories with Exceptionalities Autism 1. Intellectual Disability - a lifelong Have special learning needs in areas condition that affects a person’s related to verbal and non-verbal intellectual skills and their behavior communication. in different situations. Symptoms: generally evident before 2. Physical Disability - a physical age of 3 and adversely affect condition that affects a person’s educational performances. mobility, physical capacity, and stamina or dexterity. Visual Impairment 3. Sensory Disability - it affects one or Have special learning needs in areas more of senses; sight, hearing, smell, requiring functional use of vision. touch, taste or spatial awareness. 4. Neurological Disability - it Deafness and Blindness describes damage to a person’s Have special learning needs in areas nervous system that affects their requiring functional use of hearing mental or bodily functions. and vision. 5. Learning Disability - it affects the ability to understand or use spoken Hearing Impairment or written language, do mathematical Have special learning needs in areas calculations, etc. requiring functional use of hearing. Talent Emotional Disturbances An exceptional student’s natural Have special learning needs in areas ability in a specific area such as requiring functional use of social and academics, arts, sports, or leadership. emotional skills. Exceptionalities Gifted and Talented It means physical, mental, and Have special learning needs in areas emotional disabilities or differences requiring functional use of that have special educational needs. intelligence and artistic ability. Talents with Exceptionalities or Mental Retardation twice exceptional Have special learning needs in areas It refers to individuals who possess requiring functional use of exceptional abilities or talents in a intelligence and adaptive behavior. specific area, but also have disability or exceptional need that requires accommodations or support.  Multiple/Severe Disabilities Have special learning needs, in more than one, areas that require functional use of skills. Orthopedic and Other Health Impairments Have special learning needs in areas requiring functional use of hands, arms, legs, feet, and other body parts. Special Learning Disabilities Have special learning needs in areas requiring functional use of listening, speaking, reading, writing, reasoning, and arithmetic skills. Speech/Language Impairments Have special learning needs in areas requiring functional use of language and communication skills. Traumatic Brain Injury Have special learning needs in areas related to injuries to the brain that result in total or partial loss of ability or psychosocial adjustments. ____________ END______________ NOTE: Refrain from distributing the copy without the permission of the owner/s. Thank you!