EDUC 65 – Foundations of Special and Inclusive Education

28 March 2023
Lesson 1 – History, Definition, Goals, and Scope of Special and Inclusive Education
A. Activity (Motivation)
Identify what kind of special needs or disabilities that each picture shows.
B. Analysis
What messages can you share regarding on the pictures?
C. Abstraction (Lesson Content)

C. 1. History of Special Education in Different Parts of the World

C. 1. 1. United States of America

Date Event
Late 19th and Many individuals began to realize the importance of public education for the
early 20th disabled individual.
Century
20th Century Special schools and special classes for children with disabilities especially
deafness, blindness, and mental retardation did exist
1800s Children with abnormal behavior were considered handicapped, retarded,
unruly/delinquent, truant, socially maladjusted, and their basic actions were in
conflict with the law, whether considered either dangerous, violent, or harmless
and/or mild in nature.
It is reported that there were more than 2 million defective individuals in the
US, and as the result of their diseased or weak minds they were in society
making criminals.
Modern Time The students with abnormal behavior are educated within public community
schools and especially placed in special need classrooms (McQuin, 2006).

C. 1. 2. Latin America
Date Event
1978 Little action was taken to educate children with disabilities. Children were left
home without much interaction with the outside world.

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1985 Special education was researched across the country and education programs
were created.
1990 People with disabilities were given access to public school classes. The increase
of advocation for accessibility for children with disabilities was initiated by the
awareness and recognition of the rights of this group of children to education.
While there was been improvement over recent years, there is still slow
development for special education programs and special education policy.

D. 1. 3. Colombia
Date Event
1978-1990 Special Education was categorized into three time periods: period of neglect,
period of diagnosis and planning, and emergence of special education.
1994 The Ministry of Education put the first law into action to introduce special
classes in public schools that include students with disabilities called, Law 115.
1995 The Ministry of Colombia implemented a national plan for the development of
special education called “Plan Nacional para el Desarrollo de la Education
Especial” or the “National Plan for the Special Education Development”. The
purpose of the plan was to create a national diagnosis of special education and
to initiate programs for individuals with disabilities.
2010 90% of the students with disability do not attend a mainstream school, only
10% of them attend school at all.
2011 Columbia entered into the Covention of Rights of Persons with Disabilities, an
agreement among the United Nations Education Scientific and Culture
Organization (UNESCO) to promote people who live with disabilities.
2013 Article II of Law 1618 was passed as the most recent development of Special
Education. The law states that the Ministry of Education will define the policy
and regulate the scheme of education for persons with special educational
needs, promoting educational access and quality under a system based on
inclusion in the educational services.
2015 The Colombian government has also made financial strides into Special
Education, investing over $12.3 million (P615 million).

C. 1. 4. Europe
Date Event

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1784 One of the first special schools in the world named the Institut National des
Jeunes Aveugles was founded in Paris. This is the first school in the world to
teach blind students.
1760 The first school for the deaf was established by Thomas Braidwood in
Edinburgh, United Kingdom for the
1765 Education for visually impaired people was established in Edinburgh and
Bristol, United Kingdom.

C. 2. 5. Philippines

Year Event
1902 The interest to educate Filipino children with disabilities was expressed through Mr.
Fred Atkinson, the General Superintendent of Education.
1907 Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.
1927 The government established the Welfareville Children’s Village, a school for people
with mental retardation in Mandaluyong.
1945 The National Orthopedic Hospital School for the Crippled Children and Youth is
established.
1949 Quezon City Science High School was inaugurated for gifted students.
1950 PAD opened a school for the children with hearing impairment
1953 The Elsie Gaches Village was established in Alabang to take care of the abandoned
and orphaned children and youth with physical and mental handicaps.
1956 Special classes for the deaf in regular class were implemented.
1957 The Bureau of Public Schools of the Department of Education and Culture created the
Special Education Section of the Special Subjects and Service Education.
1960 Some private college and universities started to offer special education courses on
graduate school curriculum
1963 With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.
1965 Marked the start of training programs for school administrators on the supervision of
special classes held at UP

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1969 Classes for socially maladjusted children were organized at the manila Youth
Reception Center
1970 Training of teacher for Children with behavior problems started at the University of
the Philippines
1973 The juvenile and domestic Relations Court of Manila established the Tahanan Special
School for the socially maladjusted children and youth.
1973 The juvenile and domestic Relations Court of Manila established the Tahanan Special
School for the socially maladjusted children and youth.
1975 The Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools.
1979 The Bureau of Elementary Education Special Education unit conducted a two-year
nationwide survey if unidentified exceptional children who were in school.
1980 The School for the Crippled Children at the Southern Island Hospital in Cebu City was
organized.
1990 The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established.
1992 The summer training for teacher of the visually impaired started at the Philippine
Normal University
1993 DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)
1995 The summer training for teachers of the hearing impaired was held at Philippine
Normal University
1998 DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED
teacher and special schools principal item"
1999 DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature for disabled persons in all state college,
universities and other buildings
2000 DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the
Philippines
2002 An ongoing mobile teacher–training program by the Department of Education and the
University of the Philippines trains regular and special education teachers on how to
educate children with special needs.
2007 Special Education Act of 2007 identifies ten groups of Children with Special Needs

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2009 DepEd under its wing had 217 SPED Centers that cater to the needs of children with
special abilities. The department issued Braille textbooks to help especially visually
impaired children.
2010 Special Education Act of 2010, An act establishing at least one Special Education
center for each school division and at least three Special Education centers in big
school divisions for children with special needs, guidelines for government financial
assistance and other incentives and support
2012 DepEd has increased the funding for its Special Education program and is set to open
new centers.
2013 DepEd organized a National Conference for SPED Teachers to sharpen their skills.

C. 2. Definition of Special Education

⚫ Special Education (SPED) is the practice of educating students with special needs in a way
that addresses their individual differences and needs in order to be useful in the society.
⚫ SPED is designed to facilitate the learning of individuals who, for a wide variety of reasons,
require additional support and adaptive pedagogical methods in order to participate and meet
learning objectives in an educational programme.
⚫ SPED serves children with emotional, behavioral, or cognitive impairments or with
intellectual, hearing, vision, speech, or learning disabilities.

C. 3. Definition of Inclusive Education

⚫ Inclusive Education means that all students attend and are welcomed by their neighbourhood
schools in age-appropriate, regular classes and are supported to.
⚫ According to UNESCO, inclusive education is seen as “a process of addressing and
responding to the diversity of needs of all learners through increasing participation in
learning, cultures and communities, and reducing exclusion from education and from within
education.”

C. 4. Goals of Special Education

⚫ To help the exceptional children to learn and acquire necessary skills for their self-help,
independent living and leading future life as properly as possible.
⚫ To help them to acquire necessary social skills, emotional literacy to live and participate in
school, home and community life as properly as possible.
⚫ The framework regards academic goals as the means for achieving other outcomes, namely
the four outcomes that the Individuals with Disabilities Education Act (IDEA)
declared: equality of opportunity, full participation, independent living, and economic self-
sufficiency.
⚫ The ultimate goal of special education shall be the integration or mainstreaming of learners
with special needs into the regular school system and eventually in the community.(Article 1,
Section 5 of Child and Youth Welfare Code (PD No. 603).

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⚫ Special education shall aim to develop the maximum potential of the child with special
needs to enable him to become self-reliant and shall be geared towards providing him with
the opportunities for a full and happy life.
⚫ The specific objectives of special education shall be the development and maximization of
learning competencies, as well as the inculcation of values to make the learners with special
needs a useful and effective member of society.

C.5. Goals of Inclusive Education

⚫ The goal of an inclusive education system is to provide all students with the most
appropriate learning environments and opportunities for them to best achieve their potential.
⚫ All children can learn and reach their full potential given opportunity, effective teaching and
appropriate resources.
⚫ Programs will be offered to best meet the individual needs of each child and student within
the school community.
⚫ A student's program must address the intellectual, learning, communication, social,
emotional and physical aspects of a child's development.
⚫ Parents play a key role in the education of their child in that they are the most complete
information source and have the greatest investment in their child's future.
⚫ “All students will have equitable opportunity to be included in the typical learning
environment.” (Alberta Education 2010) This means educating children/students with
special supports and service needs in inclusive settings is the first placement option,
providing the opportunity to participate in regular classrooms with same-aged peers in their
neighbourhood school.
⚫ All students shall be given the opportunity to participate in all aspects of school life, subject
to limitations based on reasonableness in each circumstance.
⚫ Whenever possible, the student should be a partner in his/her educational program.
⚫ Student program needs are best met by a team approach. For children and students to
receive the services they need, school personnel will work together with service providers in
the community.
⚫ There must be a balance between individual and group rights within the classroom setting. In
every case, the best educational interest of students is the paramount consideration for
decision-making and programming.
⚫ Awareness and support by the school community is essential to successful inclusion.
Diversity must be valued in order for inclusion to be successful.

C. 6. Scope of Special Education

⚫ To teach each child up to the level of the child's abilities. In some cases this means teaching
the same material as is taught in regular classrooms.

C. 7. Scope of Inclusive Education

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⚫ It seeks to identify and dismantle barriers to education for all children so that they have
access to, are present and participate in and achieve optimal academic and social outcomes
from school.

C. 8. Frequently Asked Questions

C. 8. 1. Difference between Regular Education and Special Education

Regular Education Special Education

⚫ Regular education is the term often used to ⚫ Special Education programs are designed
describe the educational experience of for those students who are mentally,
typically developing children. physically, socially or emotionally delayed,
which places them behind their peers.
⚫ Regular education…show more content… ⚫ Special education teachers have to design
Their roles is to plan, coordinate, schedule, their lessons plans to fit each of the
and evaluate curriculum and instructional individual’s needs. Their main role is to
outcomes within a secure, positive, and provide instruction and support which
enriched inclusive classroom environment. facilitate the participation of students with
Their main responsibility is to provide disabilities in special education classrooms,
instructional schedule and long range plan but also in regular education classrooms.
information. Their principal responsibility is to serve as
⚫ In regular education classrooms the case managers and be responsible for the
majority of the time students receive whole- development, implementation, and
group instructions. Their methods of evaluation of their students. Also, being a
instructions consist in lectures, discussions, special education teacher allows you to
case studies, writing, group projects, public work in a number of environments,
reviews, and independent student projects. including but not limited to the traditional
In contrast, different instructional classroom. It is a unique ability of Special
techniques are used for some students with Education teachers to reach students
special educational needs. Instructional outside of the traditional classroom,
strategies are classified as being either allowing the needs of a broader population
accommodations or modifications. An of children to be met.
accommodation is a reasonable adjustment
to teaching practices so that the student
learns the same material, but in a format
that is more accessible to the student. A
modification changes or adapts the material
to make it simpler. Students may be taught
less information than typical students,
skipping over material that the school
deems inappropriate for the student's
abilities or less important than other
subject, may do shorter homework
assignment, use a calculator when other

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 students do not, and students with a slower
processing speed may benefit from
extended time for assignments or tests in
order to have more time to comprehend
questions, recall information, and
synthesize knowledge.
⚫

C. 8. 2. Difference between Special Education and Inclusive Education

Example:
Vic goes to an inclusive school. He is a part of an inclusive classroom with 27 other
students, with and without disabilities. 28 different brains, personalities, interests and quirks. All
learning and growing together in the same classroom. Vic also attends a special education class
for a part of the day, in a small group, where he works on his reading, writing and
communication skills. He feels included, heard and supported in both the settings, and loves
going to school!

Special Education Inclusive Education

Special education is the practice of Inclusive education, on the other hand, is the
providing individualized instruction and practice of educating students with disabilities
support to students with disabilities or learning alongside their peers without disabilities, in the
difficulties. It is designed to be need-based and same classroom. It is meant for ALL learners.
individualized, which means that every student Inclusive ed is based on the premise that all
in special education will have a different plan students develop and learn differently, and
depending on their needs, abilities and goals. therefore one fixed way of teaching and
This field has historically been associated with learning cannot ensure successful outcomes for
special/segregated schools or homeschooling, all. Inclusive ed is not just limited to including
which were the options for students with students with disabilities, but is responsible for
disabilities before integration became a ensuring that their needs are met in the
practice. mainstream classroom as well. Implementing
inclusive education requires flexible curricula
that have been designed keeping in mind
diverse learners. This is to ensure that multiple
pathways are provided to students to reach the
same goal, as opposed to the traditional ‘one
size fits all’ methodology. There
is evidence that suggests that inclusive ed
benefits not only learners with disabilities, but
those without disabilities as well, and helps
build the capacity of teachers and school

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 systems.

C. 8. 3. Difference between Inclusive Education and Mainstreaming

Inclusive Education Mainstreaming

⚫ The focus for students in inclusion is to ⚫ Students who are participating in
gain social and life skills, even if they mainstreaming are expected to keep up
don't make academic gains. with the other students in the class with
little to no assistance.
⚫ Mainstreaming refers to placement of a
student with disabilities into ongoing
activities of regular classrooms so that the
child receives education with non-disabled
peers — even if special education staff
must provide supplementary resource
services.

C. 8. 4. Difference between Special Education and General Education

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C. 9. Important Terms in Special Education

1. SPED (Special Education) - is instruction that is specially designed to meet the unique
needs of a child with a disability.
2. Inclusive Education - is a process of addressing and responding to the diversity of needs of
all learners through increasing participation in learning, cultures and communities, and reducing
exclusion from education and from within education.
3. Mainstreaming - Mainstreaming is the inclusion 'of learners with special needs into general
educational settings or regular schools' (IBE-UNESCO, n.d.). Mainstream education settings
should ensure that the needs of all students are addressed and that all barriers which can
potentially hinder their participation be removed. The primary purpose of mainstreaming is
to include students with disabilities within the traditional classrooms while giving them the same
opportunities as other students to access instruction, gain knowledge, grow as an individual, and
to participate in the academic and socializing environments that a school has to offer.
Regular Education

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4. IEP (Individualized Education Program) - Describes the goals the team sets for a child during
the school year, as well as any special support needed to help achieve them.
5. IDEA (Individuals with Disabilities Education Act) - is a law that makes available a free
appropriate public education to eligible children with disabilities throughout the nation and
ensures special education and related services to those children.
6. SPED Teacher - is a professional who designs lesson plans to fit each of the needs of the
children with special needs.
7. General Regular Teacher -is a professional who provides differentiated instruction to
students at all levels.
8. Integration includes mainstreaming into regular classes and access to, inclusion, and
participation in the activities of the total school environment. Integration combines placement in
public schools with ongoing structured and non-structured opportunities to interact with
nondisabled, age-appropriate peers. A student with severe disabilities should be able to
participate in many general school activities such as lunch, assemblies, clubs, dances or recess.
The student should also be able to participate in selected activities in regular classes such as art,
music, or computers. The student should also be able to participate in regular academic subjects
in regular classes if appropriate curriculum modifications are made and adequate support is
provided. The student should be able to use the same facilities as nondisabled students including
hallways, restrooms, libraries, cafeterias and gymnasiums. Integration can refer to integration of
a special education student into a regular education classroom in the same sense as in
“mainstreaming.” However, “integration” also refers to placement of students in special
education classes located on integrated school sites (that is, sites that have both special and
regular education classes). An “integrated” placement includes systematic efforts to maximize
interaction between the student with disabilities and nondisabled peers.

9. Full inclusion refers to the total integration of a student with disabilities into the regular
education program with special support. In full inclusion, the student’s primary placement is in
the regular education class. The student has no additional assignment to any special class for
students with disabilities. Thus, the student with disabilities is actually a member of the regular
education class. She is not being integrated or mainstreamed into the regular education class
from a special day class. The student need not be in the class 100% of the time, but can leave the
class to receive related services such as speech or physical therapy. For a proposed list of
characteristics of a “Full Inclusion” approach to integrated special education programming,
see Indicators of Fully Inclusive Programs for Students with Disabilities, Appendices
Section, Appendix O.

10. Reverse mainstreaming refers to the practice of giving opportunities to interact with
nondisabled peers to a student who is placed in a self-contained or segregated classroom (or
school) or who lives and attends school at a state hospital. It brings nondisabled students to a
self-contained classroom, segregated site or to state hospital classrooms for periods of time to
work with or tutor students with disabilities. School districts should not attempt to fulfill the LRE
mandate by using reverse mainstreaming exclusively.

D. Application
Short Online Quiz

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E. Assignment
Give the importance of the following kind of education.
Regular Education Special Education Inclusive Education Mainstreaming

References:
Aligada-Halal, et. al. (2020). Foundations of Special and Inclusive Education. Rex Book Store,
Inc.
Https://www.scribd.com/doc/62569076/History-on-Sped-Phil

Https://www.slideshare.net/mhia261/special-education-powerpoint?qid=c2fa7c70-262f-4e1-88a5-
66dc902fc074&v=&b=from_search=1

Https://www.slideshare.net/madiharaman1/history-of-special-education-45052419?qid=77c7f12f0-0b0b-
47a0-8300-e420d8a7573d&v=&b=&from_search=9

Https://en.wikipedia.org/wiki/Special_education

Prepared by:

VICTORIANO P. BARLISO JR., LPT, PhD.

Assistant Professor II
[email protected]

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