Introduction to Inclusive Education.pdf

Introduction to Inclusive Education Understanding Inclusive Education  Inclusive education is a contested area with differing perspectives influenced by medical and social models.  Barriers to inclusion and the distinction between integration and inclusion are explored.  Key do...

Introduction to Inclusive Education Understanding Inclusive Education  Inclusive education is a contested area with differing perspectives influenced by medical and social models.  Barriers to inclusion and the distinction between integration and inclusion are explored.  Key documents like the Salamanca Statement, international statutes, and Philippine laws underpin current thinking.  Consideration of equality and equity in education, along with personal reflections on these concepts.  Exploration of experiences and thoughts on inclusion, equality, and equity in education.  Introduction to different understandings of equality and examples of inequalities in various contexts. Weeks 1-4: Modules and Topics Week 1: Inclusive Education  Definition and contested nature of inclusive education.  Perspectives on inclusive education from various sources.  Activity: Personal reflection on experiences of inclusion.  Comparison of personal views with definitions from disabled activists, professionals, and government documents.  Common themes and variations in definitions of inclusive education.  Discrepancies in the interpretation of 'inclusion' among different stakeholders. Week 2: Transforming Learning  Exploration of who should be included in the education system.  Emphasis on a broad view of inclusion beyond traditional boundaries.  Transition from integration to inclusion.  Case study: Comprehensive Inclusive Program for Children with Special Needs in the Philippines (DepED Order 72 s. 2009).  Understanding Least Restrictive Environment (LRE) and Continuum of Services.  Analysis of the Salamanca Statement and other legal bases for inclusive education. Week 3: Inclusive Programs and Legal Frameworks  Overview of a Comprehensive Inclusive Program for Children with Special Needs in the Philippines.  Discussion on Least Restrictive Environment (LRE) and Continuum of Services.  Examination of the Salamanca Statement and other legal foundations of inclusive education.  Importance of creating an environment that promotes equality and human rights.  Comparison of different legal frameworks supporting inclusive education.  Case study: Equality and human rights approach in education. Week 4: Equality and Human Rights  Focus on equality and human rights in education.  Understanding the human rights approach to education.  Summary of key concepts and principles related to equality and equity.   Exploration of personal experiences and thoughts on equality and equity in education.  Introduction to different perspectives on equality and equity.  Techniques for promoting equality and equity in educational research. Understanding Inclusive Education Key Concepts of Inclusive Education  Inclusive education is an ongoing process of change and improvement within schools and the wider education system to make education more welcoming, learner-friendly, and beneficial for a diverse range of individuals.  It involves restructuring education cultures, policies, and practices to cater to a diverse range of learners, including those with disabilities, from different backgrounds, ages, and facing various challenges.  Inclusive education is not a one-off project but a continuous effort that aims to identify and remove barriers that exclude learners in each unique situation.  It focuses on helping learners gain access to education, participate in the learning process, and achieve academic and social success.  Stakeholders like teachers, learners, parents, community members, and policymakers should actively participate in the inclusive education process.  Governments are obligated to fulfill inclusive education requirements if they have ratified the UN Convention on the Rights of Persons with Disabilities. Models of Thinking in Inclusive Education  The social model of disability contrasts with the medical model by emphasizing that society, not the individual, is responsible for disabling individuals with impairments.  The medical model views disability as a medical phenomenon leading to limited functioning, while the social model sees disability as a social construct resulting from societal barriers.  In the medical model, impairments are considered inherently disabling, whereas the social model separates impairment (body abnormality) from disability (societal disadvantages).  The social model advocates for identifying barriers and developing solutions, welcoming diversity, nurturing relationships, and evolving society to accommodate individuals with impairments.  Exclusion in education can be based on various factors beyond disabilities, including racial, social, educational, and economic aspects.  Models like the medical and social models of disability discourse have implications for schools in terms of attitudes, responses, and inclusivity. Deficit Perspective vs. Social Model Medical Model vs. Social Model  The medical model attributes deficits to the individual, while the social model places blame on societal structures for failing to accommodate impairments.  Example: Medical model views disabilities as inherent to individuals, while the social model sees barriers in the environment.  Historical Context: Shift from medical to social model gained traction in disability rights movements.  Impact on Inclusion: Medical model may lead to exclusion, while the social model advocates for inclusive environments.  Case Study: Penny's experience challenges professionals' expectations and highlights the importance of listening to learners. Impact on Learning Opportunities  Models of thinking can shape expectations of teachers and learners, potentially limiting opportunities.  Example: Armstrong's account of Penny's struggle for inclusion in mainstream education.  Importance of Rights: Learners should have the right to be heard and participate in decisions about their education.  Cultural Shift: Inclusive education requires changes in perspectives and expectations at individual, classroom, and school levels.  Power Dynamics: Debate on inclusion often revolves around power dynamics within education systems. Understanding Impairment, Disability, and Handicap Impairment  Definition: Loss or abnormality of body structure or function, whether physiological or psychological.  Examples: Mental disturbances, sensory impairments, or physical limitations.  Biological Condition: Involves loss of physical, social, or cognitive functioning.  Impact: Signifies missing, damaged, or weakened body parts or functions.  Reference: Dunn (2015) and Berger (2013) provide insights into impairments. Disability  Definition: Restriction or inability to perform activities considered normal due to impairment.  Disability Studies Perspective: Inability to perform necessary tasks due to impairment or societal reactions.  Subcategories: Invisible (e.g., ADHD) and visible disabilities (e.g., Down syndrome) with varying societal perceptions.  Impact: Major life activities affected, defined through medical diagnosis.  Reference: Berger (2013) and Smart (2009) discuss the societal impact on individuals with disabilities. Handicap  Definition: Result of impairment or disability limiting fulfillment of normal roles.  Social Disadvantage: Handicap refers to social disadvantage due to impairment or disability.  Historical Context: Term usage declining, focuses on social and environmental barriers.  Impact: Hinders progress, creates barriers to achieving goals.  Reference: Berger (2013) provides insights into the social creation of handicaps. Inclusion and Marginalization Focus on Inclusion  Criticism: Overemphasis on disabilities may distract from broader issues of inclusion and exclusion.  Impact: Processes of inclusion/exclusion affect all students, not just those with special needs.   Example: Booth (1996) highlights the importance of understanding marginalization in the study of inclusion.  Consequences: Marginalization impacts various groups, necessitating a broader approach to inclusion.  Call to Action: Addressing marginalization requires confronting exclusionary processes in education. Understanding Inclusion and Marginalization Importance of Inclusion  Inclusion involves understanding and addressing the broader issue of marginalization and its consequences for marginalized groups.  Various groupings of learners may require inclusion, such as traveller students, mature students, those living in poverty, and minority linguistic and ethnic groups.  Considering these groups in isolation hinders real changes in the education system. "We cannot consider these groups in isolation if we are aiming to make real changes in the way education works." - Dyson, 2001 Individuals with Disabilities Education Act (IDEA)  IDEA mandates public schools to provide special education and related services to eligible students.  Eligibility is based on the adverse impact of a disability in one of the 14 categories, including Autism, Deaf-Blindness, Deafness, Developmental Delay, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment Including Blindness.  Each category has specific criteria defining the disability and its impact on educational performance. Categories of Disabilities under IDEA Autism  Defined as a developmental disability significantly affecting communication and social interaction, often accompanied by repetitive activities and resistance to change.  Diagnosis typically before age three, but criteria can apply if observed after age 3.  Excludes cases where educational performance is primarily affected by emotional disturbance. Deaf-Blindness  Simultaneous hearing and visual impairments causing severe communication and developmental needs beyond programs for deaf or blind children. Deafness  Severe hearing impairment affecting linguistic information processing through hearing. Developmental Delay  Defined for children from birth to age three and ages three through nine, indicating delays in physical, cognitive, communication, social, emotional, or adaptive development. Emotional Disturbance  Condition with long-term characteristics affecting educational performance, including learning difficulties, interpersonal relationship challenges, inappropriate behavior, unhappiness, and physical symptoms related to personal or school issues.  Excludes socially maladjusted children unless diagnosed with an emotional disturbance. Understanding Visual Impairment Definition and Scope  Visual impairment, including blindness, adversely affects educational performance even with correction.  Encompasses partial sight and total blindness.  Example: Students with visual impairment may require specialized learning materials or tools for equal participation. Educational Impact  Visual impairment can impact reading, writing, and overall academic engagement.  Case Study: Braille textbooks and screen readers are tools used to support visually impaired students.  Historical Context: Development of Braille by Louis Braille revolutionized education for the visually impaired. Broad View of Inclusion Evolution of Inclusive Education  Inclusion now extends beyond disability to encompass minority ethnic, linguistic, and economically disadvantaged groups.  Example: Inclusive education promotes equal opportunities for all students regardless of background.  Historical Reference: Shift from a deficit model to a social model in education. Transformative Nature of Inclusion  Inclusion necessitates reforming entire learning environments for universal access.  Example: Restructuring curriculum, assessment methods, and classroom practices.  Quotation: Mittler (2000) emphasizes the need for systemic change in education. Integration vs. Inclusion Paradigm Shift   Integration focused on adapting students to mainstream schools, while inclusion emphasizes transforming school practices.  Example: Integration required students to conform, whereas inclusion adapts schools to diverse needs.  Policy Impact: Inclusion challenges traditional education structures. Rights-Based Approach  Inclusion asserts the right of all children to participate fully in mainstream education.  Contrast: Integration viewed difficulties as internal to the child, while inclusion identifies barriers in societal structures.  Reference: Daniels and Garner highlight the shift towards rights-based arguments in education. Program Components  Child Find: Identifying children with special needs and advocating for their enrollment.  Assessment: Continuous evaluation of strengths and weaknesses for appropriate program placement.  Program Options: Providing diverse educational services, including self-contained classes and resource room programs. Curriculum Adaptations  Modifications to support individual learning needs and potentials.  Strategies: Cooperative teaching, consulting teacher programs, and peer support.  Importance of Support: Inclusion program emphasizes professional, parental, and peer assistance. Parental Involvement  Vital role in academic, moral, and spiritual development of children with special needs.  Engagement: Observing performance, volunteering in classrooms, and supporting other parents.  Impact: Parental involvement enhances the inclusivity of educational environments. Least Restrictive Environment (LRE) IDEA Guiding Principle  LRE ensures students with disabilities learn alongside peers without disabilities to the maximum extent appropriate.  Consideration: Removal from general education only if supplementary aids are insufficient.  Individualized Approach: LRE determined case-by-case during IEP development. Program Implementation  LRE focuses on services and supports needed for student success.  Decision-Making: Identifying effective service delivery methods and locations.  Interpretation: LRE emphasizes tailored programs over specific settings. --- ### **Prof Ed 4 - Foundation of Special and Inclusive Education** #### **Module 1: Inclusive Education - An Introduction** #### **Weeks 1 to 4 Overview** 1. **Inclusive Education: What is it?** - **Contested Concept**: Definitions of inclusive education vary across different countries and stakeholders. It generally involves ensuring equal access to education for all learners, including those with disabilities, linguistic differences, and other marginalized groups. - **Key Principles**: Equal rights, valuing diversity, removing barriers to participation, and restructuring the education system to accommodate all learners. 2. **Models of Thinking in Inclusion**: - **Medical Model**: Focuses on the individual's impairments, viewing the child as needing to be fixed or improved. - **Social Model**: Emphasizes societal barriers, arguing that it's society's structure that disables people rather than their impairments. Inclusion requires adapting schools and systems rather than the child. 3. **Transforming Learning**: - Inclusion in education is not just about physical presence in the classroom but involves transforming how teaching and learning occur to accommodate all learners. - **Health and Impairments**: Defined by WHO, focusing on the need to address disabilities not just physically but also educationally and socially. 4. **From Integration to Inclusion**: - **Integration**: This focuses on placing children in mainstream schools without changing the structure of the education system. The responsibility is on the child to adapt. - **Inclusion**: A more progressive approach that focuses on changing the education system to accommodate every child's needs. It demands a shift in attitude and school practices. 5. **Comprehensive Inclusive Program for Children with Special Needs in the Philippines (DepEd Order 72, s. 2009)**: - **Key Components**: 1. **Child Find**: Identifying children with special needs through advocacy and community outreach. 2. **Assessment**: Continuous assessment of strengths and weaknesses for proper educational placement. 3. **Program Options**: Offering educational services in regular schools or special education (SPED) centers. 4. **Curriculum Modifications**: Adapting teaching methods and curriculum for learners with special needs. 5. **Parental Involvement**: Essential for preparing children academically and emotionally. 6. **Least Restrictive Environment (LRE)**: - LRE is a key principle in inclusive education, ensuring students with disabilities learn alongside their peers to the maximum extent possible. It involves various levels of educational support, from general education classrooms to special schools, depending on individual needs. 7. **The Salamanca Statement (1994)**: - A major international declaration promoting inclusive education, focusing on the rights of every child to be included in the mainstream education system. - Encourages countries to develop inclusive education systems with a focus on reforming schools and promoting community involvement. 8. **Legal Bases for Inclusive Education in the Philippines**: - Includes various laws and acts like the 1987 Philippine Constitution, RA 10533 (Enhanced Basic Education Act), RA 9442 (Magna Carta for Persons with Disability), and RA 11650 (Policy of Inclusion and Services for Learners with Disabilities). 9. **Equality and Equity in Education**: - **Equality**: Treating everyone the same. - **Equity**: Providing what individuals need to succeed. Equity focuses on giving each student tailored support, ensuring equal opportunities for success. 10. **A Human Rights Approach**: - Education is a fundamental human right, as outlined in the 1948 Universal Declaration of Human Rights. The state has a role in guaranteeing equal education for all, which includes learner-centered practices. Here’s a list of all the names found in the document, along with their context: 1. **Daniels (2000)** - Mentioned in relation to debates around the definition and ownership of inclusive education. Daniels discusses the contested nature of the concept. 2. **Chris Darlington (2003)** - President of the National Association for Special Educational Needs (NASEN). He defines inclusion as a process involving principles like diversity, entitlement, and individual needs. 3. **Simone Aspis (2004)** - Described as a "special school survivor," she emphasizes inclusive education as the creation of opportunities for all learners to work together, enhancing learning through diversity. 4. **The Equity Group (2004)** - Based in Scotland, this group includes disabled individuals, parents of disabled children, and supporters. They describe inclusive education as recognizing the equal rights and value of all children. 5. **Rieser and Mason (1992, 2001)** - They contrast the medical and social models of disability, advocating for the social model, which emphasizes that society disables individuals rather than their impairments. 6. **Haegele & Hodge (2016)** - They provide a comparison between the medical and social models of disability and their implications for schools. 7. **Ghuman (1999)** - Known for his work on adolescents from South Asia, documenting "multiple exclusions" such as racial, social, educational, and economic exclusions. 8. **Parsons (1999)** - Explored the link between ethnicity and school exclusions in England, highlighting disproportionate exclusions of minority ethnic students. 9. **Armstrong (2003)** - Cited for documenting the life stories of individuals who experienced special education, particularly the story of a student named Penny, who resisted decisions made about her education based on her "learning difficulties." 10. **Mittler (2000)** - Advocated for the transformation of the school system to include all pupils in all aspects of education, describing inclusion as a process of systemic change. 11. **Booth (1996)** - Criticized the narrow focus on students with disabilities in the inclusion debate, arguing for a broader view that encompasses all marginalized learners. 12. **Dyson (2001)**  - Suggested that inclusion should focus on understanding and confronting broader issues of marginalization, beyond just special educational needs. 13. **Evans et al. (1999)** - Discussed the influence of international statements, like the Salamanca Statement, on global perspectives on inclusion. 14. **Tikly and Barrett (2011)** - Argued that a human rights approach to education supports learner-centered practices and democratic school structures, though they critique the focus on access rather than educational success. 15. **Subrahmanian (2002)** - Introduced the idea of rights to education, rights in education, and rights through education, emphasizing the state's role in guaranteeing educational rights. 16. **Schweisfurth (2013)** - Discussed the concept of learner-centered pedagogy, emphasizing the importance of active learning and valuing learners' prior knowledge. 17. **Pijl, Meijer, and Hegarty (1997)** - Described inclusive education as a global agenda and emphasized the need to continue addressing forces that marginalize learners. 18. **Blustein (2012)** - Advocated for the medical model of disability, which views impairments as inherently disabling to individuals. Here are the global conventions mentioned in the document, aside from the Salamanca Statement, along with the legal bases for inclusive education in the Philippines: ### **Global Conventions**: 1. **UN Convention on the Rights of the Child (1989)**: - Introduced the right to protection from discrimination on grounds of disability for the first time in international human rights law. 2. **World Declaration on Education for All (1990)**: - Highlighted the need to provide equal access to education for every category of disabled persons as an integral part of the education system. 3. **United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (1993)**: - Elaborated steps needed to ensure equal educational opportunities for children, youth, and adults with disabilities in integrated settings. 4. **UN Convention on the Rights of Persons with Disabilities (CRPD, 2006)**: - Introduced an obligation to ensure inclusive education for persons with disabilities at all levels. 5. **CRPD General Comment on the Right to Inclusive Education (2016)**: - Detailed the measures that states must introduce to guarantee inclusive, quality education for all persons with disabilities. 6. **Sustainable Development Goals (SDGs Goal 4)**: - Focused on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. --- ### **Legal Bases for Inclusive Education in the Philippines**: 1. **1987 Philippine Constitution (Art. XIV, Sec. 1 & 2)**:  - Mandates that the state shall protect and promote the right of all citizens to quality education at all levels. 2. **RA 10533 – Enhanced Basic Education Act**: - Includes provisions for inclusive education, especially targeting learners with special needs and alternative learning systems. 3. **RA 8371 – Indigenous People’s Rights Act**: - Ensures the right of indigenous peoples to access education in their cultural context. 4. **PD 603 – The Child and Youth Welfare Code**: - Provides protection and development for children, including those with special needs. 5. **RA 7610 – Special Protection Against Child Abuse and Exploitation**: - Protects children from abuse and exploitation, ensuring their rights, including educational rights. 6. **RA 9344 – Juvenile Justice and Welfare Act**: - Includes provisions for the protection and education of children in conflict with the law. 7. **RA 9442 – Magna Carta for Persons with Disability**: - Provides the rights and privileges for persons with disabilities, including access to education. 8. **RA 10665 – Open High School System Act**: - Aims to provide accessible education, including distance learning options for learners with special needs. 9. **RA 7277 – Rehabilitation and Integration of Disabled Persons in Mainstream Society**: - Focuses on the rehabilitation, self-development, and integration of persons with disabilities into mainstream society, including access to education. 10. **RA 11650 – Policy of Inclusion and Services for Learners with Disabilities**: - Supports inclusive education for learners with disabilities, mandating services and support for their full participation in the educational system. Here is a list of all the events, documents, and laws with dates mentioned in the document, arranged in chronological order: 1. **1948** – **Universal Declaration of Human Rights (UDHR)** - Recognized the right to education as a human right. 2. **1980** – **World Health Organization (WHO) International Classification of Impairments, Disabilities, and Handicaps (ICIDH)** - Introduced indicators for health-related classifications including disabilities. 3. **1987** – **Philippine Constitution (Art XIV, Sec 1 & 2)** - Mandated the state's responsibility to provide access to quality education for all citizens. 4. **1989** – **UN Convention on the Rights of the Child** - Introduced protection from discrimination based on disability. 5. **1990** – **World Declaration on Education for All** - Emphasized equal access to education, including persons with disabilities. 6. **1992** – **Individuals with Disabilities Education Act (IDEA)** - A U.S. law requiring public schools to provide special education services to eligible students with disabilities. 7. **1993** – **United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities** - Established equal opportunities for persons with disabilities, including in education. 8. **1994** – **Salamanca Statement and Framework for Action** - Advocated for inclusive education worldwide, emphasizing the right of children with disabilities to attend mainstream schools. 9. **1999** – **Ghuman and Parsons Studies** - Documented the multiple exclusions faced by marginalized groups and the disproportionate school exclusions of minority ethnic students. 10. **2001** – **Department for Education and Skills (DfES) Inclusive Schooling Document** - Official UK government document promoting the removal of barriers to learning for students with special educational needs. 11. **2003** – **Chris Darlington's Definition of Inclusion** - Described inclusion as a process, not a fixed state. 12. **2006** – **UN Convention on the Rights of Persons with Disabilities (CRPD)** - Introduced an obligation to ensure inclusive education at all levels. 13. **2009** – **DepED Order 72, s. 2009** - Launched the Comprehensive Inclusive Program for Children with Special Needs in the Philippines. 14. **2010** – **Rosa’s Law (U.S.)** - Replaced the term "mental retardation" with "intellectual disability" in U.S. law. 15. **2016** – **CRPD General Comment on the Right to Inclusive Education** - Elaborated the measures states must implement to guarantee inclusive, quality education for persons with disabilities. 16. **2016** – **Sustainable Development Goals (SDGs) Goal 4** - Committed to ensuring inclusive and equitable quality education for all by 2030. Here’s a summarized note of the content from the file you uploaded: --- ### **Prof Ed 4 - Foundation of Special and Inclusive Education** #### **Module 1: Inclusive Education - An Introduction** #### **Weeks 1 to 4 Overview** 1. **Inclusive Education: What is it?** - **Contested Concept**: Definitions of inclusive education vary across different countries and stakeholders. It generally involves ensuring equal access to education for all learners, including those with disabilities, linguistic differences, and other marginalized groups. - **Key Principles**: Equal rights, valuing diversity, removing barriers to participation, and restructuring the education system to accommodate all learners. 2. **Models of Thinking in Inclusion**: - **Medical Model**: Focuses on the individual's impairments, viewing the child as needing to be fixed or improved. - **Social Model**: Emphasizes societal barriers, arguing that it's society's structure that disables people rather than their impairments. Inclusion requires adapting schools and systems rather than the child. 3. **Transforming Learning**: - Inclusion in education is not just about physical presence in the classroom but involves transforming how teaching and learning occur to accommodate all learners. - **Health and Impairments**: Defined by WHO, focusing on the need to address disabilities not just physically but also educationally and socially. 4. **From Integration to Inclusion**: - **Integration**: This focuses on placing children in mainstream schools without changing the structure of the education system. The responsibility is on the child to adapt. - **Inclusion**: A more progressive approach that focuses on changing the education system to accommodate every child's needs. It demands a shift in attitude and school practices. 5. **Comprehensive Inclusive Program for Children with Special Needs in the Philippines (DepEd Order 72, s. 2009)**: - **Key Components**: 1. **Child Find**: Identifying children with special needs through advocacy and community outreach. 2. **Assessment**: Continuous assessment of strengths and weaknesses for proper educational placement. 3. **Program Options**: Offering educational services in regular schools or special education (SPED) centers. 4. **Curriculum Modifications**: Adapting teaching methods and curriculum for learners with special needs. 5. **Parental Involvement**: Essential for preparing children academically and emotionally. 6. **Least Restrictive Environment (LRE)**: - LRE is a key principle in inclusive education, ensuring students with disabilities learn alongside their peers to the maximum extent possible. It involves various levels of educational support, from general education classrooms to special schools, depending on individual needs. 7. **The Salamanca Statement (1994)**: - A major international declaration promoting inclusive education, focusing on the rights of every child to be included in the mainstream education system. - Encourages countries to develop inclusive education systems with a focus on reforming schools and promoting community involvement. 8. **Legal Bases for Inclusive Education in the Philippines**: - Includes various laws and acts like the 1987 Philippine Constitution, RA 10533 (Enhanced Basic Education Act), RA 9442 (Magna Carta for Persons with Disability), and RA 11650 (Policy of Inclusion and Services for Learners with Disabilities). 9. **Equality and Equity in Education**: - **Equality**: Treating everyone the same. - **Equity**: Providing what individuals need to succeed. Equity focuses on giving each student tailored support, ensuring equal opportunities for success. 10. **A Human Rights Approach**: - Education is a fundamental human right, as outlined in the 1948 Universal Declaration of Human Rights. The state has a role in guaranteeing equal education for all, which includes learner-centered practices. #### **Summary** - Inclusive education focuses on creating systems that adapt to the needs of all learners, rather than forcing learners to adapt to a rigid system. It involves reshaping the education environment, teacher practices, and policies to be more welcoming and equitable. - Key documents like the Salamanca Statement and national laws in the Philippines provide the legal foundation for pushing inclusive education practices forward. --- Let me know if you need more details on any specific section or further breakdowns!