Historical Foundations of Special Education PDF

lOMoARcPSD|17563959 II. Historical, Philosophical, Theoretical, And Legal Foundations of Special and Inclusive Education Foundation of Special and Inclusive Education (The Philippine Women's University)...

lOMoARcPSD|17563959 II. Historical, Philosophical, Theoretical, And Legal Foundations of Special and Inclusive Education Foundation of Special and Inclusive Education (The Philippine Women's University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Historical, Philosophical, Theoretical, And Legal Foundations of Special and Inclusive Education Desired Learning Outcomes 1. Analyze basic concepts related to special and inclusive education. 2. Draw the implications of the historical, philosophical, theoretical, and legal foundations of special and inclusive education. The roots of special education can be traced back on how people view and respond to individuals whose conditions and needs are different from the majority. This includes those with disabilities and who are marginalized by the society. Era of Extermination During the Greek and Roman Era, people held such negative views about disability that it was regarded as a punishment from God, something that signifies being bad or evil. Coupled with the need for military superiority, individuals with disability were labelled as “defectives” that need to be eliminated from the society. Thus, it was not surprising that there were calls for infanticide or that a father had the right to terminate their child’s life if he or she happened to be born with a disability. Era of Ridicule During the Middle Ages, people lived in rigid caste systems that discrimination of individuals who were different from the majority in the society became apparent. Persons with disability were treated with ridicule in which they were used as servants or fools; they were used as clowns; they were mocked for their deformities and behavior; or may even be ordered to be put to death. Era of Asylum During the Renaissance Period, the Catholic Church began accepting persons with disabilities as wards of state. This was the start of the humane treatment given to them. They were taken cared for, albeit in isolation. However, the belief that once disabled always disabled rendered there individuals as uneducable. Perspectives on Educability in the Early Beginnings of Special Education Whereas being taken cared for can be considered as humane treatment for persons with disability, a different perspective stipulates that without education, there is no humanity, Thus, to reinforce equal treatment among all humans, one should have the right to education regardless of his or her disability. This led some individuals to device ways to deliver education to those with disabilities, and thus, the start of the development of special and inclusive education. Pedro Ponce de Leon (1520–1584) He was a Spanish Benedictine monk who is often credited as being "the first teacher for the deaf". Ponce de Leon established a school for the deaf at the San Salvador Monastery in Oña. His students were almost all children of wealthy aristocrats who could afford private tutoring. His work with deaf children focused on helping them to learn how to speak language audibly. He also instructed children in writing and in simple gestures. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Juan Pablo Bonet (c. 1573–1633) He was a Spanish priest and pioneer of education for the deaf. He published the first book on deaf education in 1620 in Madrid. The modern recorded history of sign language began in the 17th century in Spain, in part with Bonet. In 1620, Juan Pablo Bonet published Reducción de las letras y arte para enseñar a hablar a los mudos ("Summary of the letters and the art of teaching speech to the mute") in Madrid. The book is considered the first modern treatise of phonetics. Also, it depicts the first documented manual alphabet for the purpose of deaf education. His intent was to further the oral and manual education of deaf people in Spain. Charles-Michel de l'Épée (24 November 1712 – 23 December 1789) He was a philanthropic educator of 18th-century France who has become known as the "Father of the Deaf". L'Épée then turned his attention toward charitable services for the poor, and, on one foray into the slums of Paris, he had a chance encounter with two young deaf sisters who communicated using a sign language. L'Épée decided to dedicate himself to the education and salvation of the deaf, and, in 1760, he founded a school. In line with emerging philosophical thought of the time, l'Épée came to believe that deaf people were capable of language and concluded that they should be able to receive the sacraments and thus avoid going to hell. He began to develop a system of instruction of the French language and religion. In the early 1760s, his shelter became the world's first free school for the deaf, open to the public. Louis Braille (4 January 1809 – 6 January 1852) He was a French educator and the inventor of a reading and writing system, named braille after him, intended for use by visually impaired people. His system is used worldwide and remains virtually unchanged to this day. Braille was blinded at the age of three in one eye as a result of an accident with a stitching awl in his father's harness making shop. Consequently, an infection set in and spread to both eyes, resulting in total blindness. At that time there were not many resources in place for the blind, but he nevertheless excelled in his education and received a scholarship to France's Royal Institute for Blind Youth. While still a student there, he began developing a system of tactile code that could allow blind people to read and write quickly and efficiently. Inspired by a system invented by Charles Barbier, Braille's new method was more compact and lent itself to a range of uses, including music. He presented his work to his peers for the first time in 1824, when he was fifteen years old. In adulthood, Braille served as a professor at the Institute and had an avocation as a musician, but he largely spent the remainder of his life refining and extending his system. It went unused by most educators for many years after his death, but posterity has recognized braille as a revolutionary invention, and it has been adapted for use in languages worldwide. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education Mid-1700s Joseph Pereire showed interest in a group of individuals called “deafmutes”, He systematically taught them to do simple arithmetic calculations. This was one of the first attempts at demonstrating how individuals with handicaps can be taught through special education. Jean Marc Itard was known for his work on intellectual disability. A case he is well-known for is that of Victor, the wild boy of Aveyron, a child reportedly found wandering naked in the woods and lived in the wild. He managed to teach Victor how to identify common objects, letters of the alphabet, and the meaning of some words. Early 1800s Special education programs in the United States started to develop. Samuel Gridley Howe was known for his work with blind individuals at the Perkins School for the Blind in Boston, while Thomas Gallaudet put up a school for the deaf in Hartford, Connecticut. Eduard Seguin became involved with were Hospice des Incurables in France; Pennsylvania Training School for Idiots in the United States; and Weak-minded and Weak-bodied Children in New York, which he was instrumental in putting up. Early 20th Century Maria Montessori developed techniques and materials that can be used to teach learners with intellectual disability; while Grace Fernald developed techniques for providing remedial education in reading. Institutions for special education became the dumping ground for unwanted individuals. 1920s to 1940s Henry Goddard published a famous study on the Kallikak family (Feeblemindedness: Its Causes and Consequences, (1914), about a man who fathered an illegitimate child, whose descendants became retarded; and a legitimate child, whose descendants were of average to above average intelligence. However, in the 1940s, Alfred Strauss and Heinz Werner became instrumental in special education, especially in the field of learning disabilities through their research on the neurological basis of learning disabilities. 1950s to 1970s Among the program during this time was Head Start, which promoted early intervention for children who were at risk of becoming handicapped. Samuel Kirk, who coined the term “learning disabilities’, Marianne Frostig, Newell Kephart, and William Cruickshank, who all contributed in the progress of special education. 1970s and beyond The exclusion and discrimination against handicapped students became a focus of litigation and legislation. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Vision for Children with Special Needs The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus: “The State, community, and family hold a common vision for the Filipino child with special needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic education. This education should fully realize his/her potentials for development and productivity as well as being capable of self-expression of his/her rights in society. More importantly, he/she is God- loving and proud of being a Filipino. It is also envisioned that the child with special needs will get full parental and community support for his/her education without discrimination of any kind. The special child should also be provided with a healthy environment along with leisure and recreation and social security measures” (Department of Education Handbook on Inclusive Education, 2000) Policy, Goal, and Objectives of Special Education The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to education among children and youth with special needs. Inclusive education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs. The goal of the special education programs of the Department of Education all over the country is to provide children with special needs appropriate educational services within the mainstream of basic education. The two-pronged goal includes the development of key strategies on legislation, human resource development, family involvement and active participation of government and non- government organizations. Likewise, there are major issues to address on attitudinal barriers of the general public and effort towards the institutionalization and sustainability of special education programs and services. Special education aims to: 1. Provide a flexible and individualized support system for children and youth with special needs in a regular class environment in schools nearest the students’ home. 2. Provide support services, vocational programs, and work training, employment opportunities for efficient community participation and independent living. Make available an array of educational programs and services: the Special Education Center built on “a school within a school concept” as the resource center for children and youth with special needs; inclusive education irregular schools, special and residential schools; homebound instruction, hospital instruction and community-based programs; alternative modes of service delivery to reach the disadvantaged children in far-flung towns, depressed areas and underserved barangays. The past decades saw the continuous development of special education programs for a wide range of exceptional children and youth. The then Philippine Normal College and the University of the Philippines both state tertiary institutions, continue to work hand in hand with the Department of Education to enhance the professionalization of special education through teacher training programs. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 The Legal Bases of Special Education Special Education in the Philippines is anchored on fundamental legal documents that present a chronology of events on the growth the development of the program. The first legal basic of the care and protection of children with disabilities was enacted in 1935. Articles 356 and 259 of Commonwealth Act NO, 3203, asserted “the right of every child to live in and atmosphere conducive to his physical, moral and intellectual development” and the concomitant duty of the government “to promote the full growth of the faculties of every child. Republic Act No. 3562, “An Act to Promote the Education of the Blind in the Philippines” on June 21, 1963 provided for the formal training of special education teachers of blind children at the Philippine Normal College, the rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of the Philippine Printing House for the Blind. Republic Act No. 5250, “An Act Establishing a Ten-year Teacher Training Program for Teachers of Special and Exceptional Children” was signed into law in 1968. The law provided for the formal training of teachers for deaf, hard-of-hearing, with speech impairment, socially and emotionally disturbed, intellectually disabled and mentally gifted children and youth at the Philippine Normal College and the University of the Philippines. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 The Education Act of 1982 or Batas Pambansa Bilang 232 states that “the state shall promote the right of every individual to relevant quality education regardless of sex, age, breed, socioeconomic status, physical and mental condition, social and ethnic origin, political and other affiliations. The State shall therefore promote and maintain equality of access to education as well as enjoyment of the benefits of education by all its citizens. Section 24 “Special Education Service” of the same law arms that “the State further recognizes its responsibility to provide, within the context of the formal education system services to meet special needs to certain clientele. These specific types shall be guided by the basic policies of state embodied on General Provisions of this Act which include: (2) “special education, the education of persons who are physically, mentally, emotionally, socially, culturally different from the so-called ‘normal’ individuals that they require modification of school practices/services to develop to their maximum capacity. In 1983, Batas Pambansa Bilang 344 was enacted. The Accessibility Law, “An Act to Enhance the Mobility of Disabled Persons” requires cars, buildings, institutions, establishments and public utilities to install facilities and other devices for persons with disabilities. The 1987 Constitution of the Philippines cites the rights of exceptional children to education in Article XIV. Section 1 declares that the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Section 2 emphasizes that “the State shall provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills.” In 1989, R.A. No. 6759 was enacted. The law declared August 1 of each year as “White Cane Safety Day in the Philippines.” Blind persons use a cane in traveling. In 1992, R.A. No. 7610 was enacted. The law is “An Act Providing for Strong Deterrence and Special Protection Against Child Abuse, Exploitation and Discrimination, Providing Penalties for Its Violation and Other Purposes. Magna Carta for Disabled Person In 1992, RA 7277 was enacted. The law is “An Act Providing for the Rehabilitation, Self-development, Self-reliance of Disabled Person and their Integration into the Mainstream of Society and for Other Purposes” otherwise known as the Magna Carta for Disabled Person. RA 7610 Special Protection Against Abuse, Exploitation and Discrimination Act was enacted. In 1996, Four Pillars of Learning (Learning the Treasure Within – report to UNESCO of the International Commission on Education for the 21st Century. In 1997, RA 8371 The Indigenous People’s Rights Act was enacted. The Dakar Framework for Action – Education for All was undertaken. RA 9155 Governance of Basic Education Act was enacted in 2001. EO 356 Remaining the Bureau of Non-Formal Education to Bureau of Alternative Learning System. DepEd Order 51, series of 2004 Standard Curriculum for Elementary Public Schools and Private Madaris. UN Convention on the Rights of Persons with Disabilities took place in 2006. The Philippine Education for All (EFA) 2015 National Action Plan was established. In 2006, The Juvenile Justice and Welfare Act was enacted. The UN Declaration on the Rights of Indigenous People’s (IP) Education Policy Framework happened in 1997. RA 9442 An Act Amending RA 7277 Magna Carta for Disabled Persons was enacted. DepEd Order 72, series of 2009 Inclusive Education as a Strategy for Increasing Participation Rate of Children. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 RA 9710 The Magna Carta of Women was enacted in 2009. In 2010, DepEd Order 22, series of 2010 Mainstreaming and Institutionalization on Madrasah Education Program by Transferring its Developed Components to the Bureau of Elementary Education and Regional and Division Offices. And, in 2011, DepEd Order 62, series of 2011 Adopting the National Indigenous People’s (IP) Education Policy Framework and the DepEd Order 103, series of 2011 Creating of Indigenous People’s Education Office. RA 10533 Enhanced Basic Education Act enacted in 2013. The year 2004 ushered in a landmark legislation spearheaded by the Department of Health, Republic Act No. 9288 otherwise known as “The Newborn Screening Act of 2004” is based on the premise that a child with Intellectual Disability could have been normal. A drop of blood can save the baby from Intellectual Disability and death. Newborn screening is a very simple test that should be given to the baby twenty-four hours after birth. If the test is given too late, the baby can either die or eventually be severely intellectually disabled. Newborn screening is a blood test wherein a blood sample will be taken from the heel of the child. The sample, which is dropped in a special paper, is then sent by the hospital to a centralized testing center which is run by the National Institute of Health at its head office at the University of the Philippines in Manila. The test primarily checks for five metabolic disorders that could affect the health of the child within the first few weeks of life. These are congenital hypothyroidism, congenital adrenal hyperplasia, galactosemia, phenylketonuria and G6PD deficiency. If gone undetected, these disorders severe intellectual disability, cataracts, severe anemia or even death for the child. The test and the 24-hour window can literally be the difference between life and death. If a baby is shown to be positive for any of the disorders, the parents will be immediately informed, and more tests will be done to the child to confirm the test. Once properly diagnosed, proper treatment and care can be given to the baby. Recent Legislations in the Philippines Supporting Inclusive Education Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or the Enhanced Basic Education Act of 2013 is a policy that recognizes the inclusiveness of the Enhanced basic education, and thus, stipulates the implementation of programs aiming to address the physical, intellectual, psychological and cultural needs of all learners, including the following special groups: 1. Gifted and Talented Learners 2. Learners with Disabilities 3. Muslim Learners 4. Indigenous People 5. Learners under difficult circumstances. Senate Bill 1414: Bill of the Inclusive Education for Children and Youth with Special Needs, has been put forth in the Philippine Congress. Its main goal is to provide every Filipino Child and Youth with access to inclusive education, as well as the appropriate resources, materials, and equipment they need. Senate Bill 1298, The Individuals with Disabilities Education Act of 2016 (IDEA), is an act that intends to provide free appropriate public education to children with disabilities. This act ensures that free appropriate public education that emphasizes special education and other related services will be available for all children with disabilities. It also guarantees that there will be qualified teachers and professionals available to meet the needs of these children. Moreover, it intends to make the public aware about the issue of learning disabilities in order to help in early detection and to make sure that appropriate measures will be taken for children with special needs to receive quality education. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 Senate Bill 996, Inclusive Education for Children and Youth with Special Needs Act of 2016, is an act instituting inclusive education and establishing special education centers (SPED Centers) for children and youth with special needs in all public school divisions. It also intends to promote inclusive education and capacitate regular schools to effectively handle children and youth with disabilities, giftedness, and talents. DepEd Order No. 42, series of 2017, National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST), intends to set out clear expectations of teachers along the different stages of their careers; encourage teachers to actively partake in continuing effort to attain proficiency; and to provide a standard measure to assess teacher performance, identify their needs, and provide support for their professional development. The PPST shall serve as a basis in developing learning programs for teachers in order to capacitate them for the effective implementation of the K to 12 Program, as well as in the selection and promotion of teachers. CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines for Bachelor of Elementary Education (BEEd), Bachelor of Secondary Education (BSEd), Bachelor of Early Childhood Education (BECEd), and Bachelor of Special Needs Education (BSNEd) require that a Professional Education course of Foundation of Special and Inclusive Education to be taken by all teacher education students in order to ensure that all teachers have the knowledge in handling learners with disabilities, giftedness, and talents. The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic Education Program, embedded inclusive education in the K-12 curriculum. Inclusion in this policy is the core principle, the key standard and the principle of the curriculum, were the right of every Filipino to quality, equitable, culture-based and complete education are promoted through existing programs such as Special Education, Indigenous People’s Education, Madrasah Education, and Flexible Learning options (FLOs) including Alternative Delivery Modes (ADMs) and the Alternative Learning Systems (ALS). This also presented an Inclusive Education Policy Framework for Basic Education that provides an overall framework of implementation for programs that directly promote inclusive education. This ensures that every aspect of the K12 curriculum support system, across the governance levels of the Department, is responsive to the needs and demands of diverse learners. Individuals with Disabilities Education Act (IDEA) of the United State In 1975, Public law 94 -142, the Individual with Disabilities Education Act (IDEA) was enacted in the United States. It is a powerful law that has changed the American system of education. The IDEA is a wide-ranged legislation ensuring the services including the education of children with disabilities throughout the nation. The law clearly exhibits the concern of the society and the country for people with disabilities to be granted with equal rights and privileges like all other citizens. IDEA governs how the states provide the PWD’s who are between the ages of 3 to 21, with early intervention, special education and related services. The major provision of this legislation states that all children with disabilities shall be located and identified. These children, without considering the type of severity of their disabilities, shall receive a free and appropriate public education. The six major principles to be followed in organizing and implementing special education programs (Heward, 2003) 1. Zero Reject Schools must enroll every child, regardless of the nature or severity of his or her disabilities; no child with disabilities may be excluded from a public education. Downloaded by Judette ([email protected])  lOMoARcPSD|17563959 2. Nondiscriminatory Testing Schools must use non-biased, multi-factored methods of evaluation to determine whether a child has a disability and, if so, whether special education is needed. Testing and evaluation procedures must not discriminate on the basis of race, culture, or native language. All tests must be administered in the child’s native language, and identification and placement decisions must not be made on the basis of a single test score. 3. Appropriate Education Schools must develop and implement on individualized education plan (IEP) for each student with a disability. The IEP be individually designed to meet the child’s unique needs. 4. Least Restrictive Environment Schools must educate students with disabilities with children who do not have disabilities to the maximum extent possible. 5. Due Process Schools must provide safeguards to protect the right of children with disabilities and their parents by ensuring due process, the confidentiality of records and parental involvement in educational planning and placement decisions. 6. Parent Participation Schools must collaborate with the parents of students with disabilities in the design and implementation of special education services. UNESCO Salamanca Statement The Salamanca Statement and Framework for Action on Special Needs Education, the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994 Main provisions relating to right to education: Reaffirming the right to education of every individual, as enshrined in the 1948 Universal Declaration of Human Rights, and renewing the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right for all regardless of individual differences. Recalling the several United Nations declarations culminating in the 1993 United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities, which urges States to ensure that the education of persons with disabilities is an integral part of the education system. Noting with satisfaction the increased involvement of governments, advocacy groups, community and parent groups, and in particular organizations of persons with disabilities, in seeking to improve access to education for the majority of those with special needs still unreached; and recognizing as evidence of this involvement the active participation of high-level representatives of numerous governments, specialized agencies and intergovernmental organizations in this World Conference. Downloaded by Judette ([email protected])