University of Cebu Lapu-lapu and Mandaue

A.C. Cortes Ave., Looc, Mandaue, Philippines

TC 111
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Submitted By:

Jodel T Inting
Bachelor of Elementary Education

Submitted To:

Mrs. Rubilyn Pastrano

What is Special Education?
Special education is specially designed instruction that addresses the unique needs of a
student eligible to receive special education services. Special education is provided at
no cost to parents and includes the related services a student needs to access her/his
educational program.
What is Inclusive Education?
Inclusive Education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school

13 LEGAL CATEGORIES OF EXCEPTIONALITIES

1. Autism
Autism is a complex neurobehavioral condition that includes impairments in
social interaction and developmental language and communication skills combined
with rigid, repetitive behaviors. Because of the range of symptoms, this condition is
now called autism spectrum disorder (ASD).
2. Deaf-Blindness
Deaf-blindness refers to a child with both hearing and visual
disabilities. The Individual with Disabilities Education Act (IDEA) officially defines
the term as “concomitant [simultaneous] hearing and visual impairments, the
combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in
special education programs solely for children with deafness or children with
blindness.

3. Deafness
Hearing loss is the reduced ability to hear sound. Deafness is the complete
inability to hear sound. Deafness and hearing loss have many causes and can
occur at any age..

4. Emotional Disturbance
An emotional disorder may be present if a student responds to a situation
with an inappropriate behavior or emotion, and particularly, if this emotion is
depression or long-term unhappiness. Students with emotional disorders typically
have a very difficult time maintaining personal relationships with others, and
these personal problems lead to physical symptoms in time. If the student has
difficulty learning, but there is no intellectual or sensory cause of this difficulty,
then an emotional disorder may be to blame. This disability category does
include some mental illnesses such as schizophrenia.

5. Intellectual Disability
Intellectual disability (ID), once called mental retardation, is characterized by
below-average intelligence or mental ability and a lack of skills necessary for day-to-
day living. People with intellectual disabilities can and do learn new skills, but they
learn them more slowly. There are varying degrees of intellectual disability, from
mild to profound.
6. Hearing Impairment
Hearing impairment as a disability category is similar to the category of
deafness, but it is not the same. The official definition of a hearing impairment by
the Individuals with Disabilities Education Act (IDEA) is “an impairment in
hearing, whether permanent or fluctuating, that adversely affects a child’s
educational performance but is not included under the definition of ‘deafness.'”
7. Multiple Disability
Children with multiple disabilities will have a combination of various
disabilities that may include: speech, physical mobility, learning, mental
retardation, visual, hearing, brain injury and possibly others. Along with multiple
disabilities, they can also exhibit sensory losses and behavior and or social
problems. Children with multiple disabilities - also referred to as multiple
exceptionalities will vary in severity and characteristics.

8. Orthopedic Impairment

Orthopedic impairment is defined as a severe orthopedic impairment that

adversely affects a child's educational performance. The term includes
impairments caused by congenital anomaly (e.g., clubfoot, absence of some
member, etc.), impairments caused by disease (e.g., poliomyelitis, bone
tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy,
amputations, and fractures or burns that cause contractures).

9. Other Health Impairment

Other health impairment exists as an umbrella term encompassing
hundreds of types of impairments that may result in a chronic condition limiting
the individual's ability to effectively access the educational environment.
10. Specific Learning Disability
Specific learning disabilities are not intellectual impairments. Students with
intellectual impairments are generally assessed as having reduced cognitive
capacity, which has a global impact on learning and daily functioning.

11. Speech and Language Impairments

The Individuals with Disabilities Education Act (IDEA) officially defines
speech and language impairments as “a communication disorder such as
stuttering, impaired articulation, a language impairment, or a voice impairment
that adversely affects a child’s educational performance.” Each point within this
official definition represents a speech and language subcategory. “

12. Traumatic Brain Injury

Traumatic brain injury (TBI) is a complex injury with a broad spectrum of
symptoms and disabilities. The impact on a person and his or her family can be
devastating. The purpose of this site is to educate and empower caregivers and
survivors of traumatic brain injuries.

13. Visual Impairment

Visual impairment, also known as vision impairment or vision loss, is a
decreased ability to see to a degree that causes problems not fixable by usual
 means, such as glasses. Some also include those who have a decreased ability
to see because they do not have access to glasses or contact lenses.

ADVANTAGES OF INCLUSIVE EDUCATION

Inclusive classrooms are a fairly new, educational concept. In the inclusive

classroom, children with mild to moderate forms of disabilities are included in the
regular classroom with children that do not have disabilities. As the practice has
become more widely used, we have begun seeing a number of benefits from it. Five of
the most distinct advantages of inclusive classrooms can be described as the following.

Non-Disabled Teach Disabled

In the inclusive classroom, one of the chief advantages of having mild to
moderately disabled children in the traditional classroom is that these disabled children
are able to learn vast amounts from their non-disabled peers. Disabled Teach Non-
Disabled

Building Community
The PBS.org article, The Benefits Of Inclusive Education, provides a good
rundown as to the community-forming benefits of inclusion in the classroom. As stated,
children learn more from each other than adults. They also form bonds and the fruits of
young friendships and relationships.

Studies Back Inclusion

Anyone with an agenda can certainly just state that educational inclusion
practices are better than non-inclusion and that we should just therefore accept that as
fact. However, now that inclusion is no longer a newborn concept, research has had
time to analyze and interpret the results. So far, the overwhelming evidence suggests
that classroom inclusion yields much better academic and behavioral results in their
disabled attendees than do non-inclusive approaches. Results like these are tough to
go against.

Inexpensive Efficacy
In times past, children were split up with the disabled going to separate
classrooms from the non-disabled. Each disabled child in attendance would then entitle
the school to additional funding in order to cover the increased difficulty in teaching
through that disability. Schools still receive this additional funding for the disabled in
attendance but can now include them in the regular, less costly classroom. While
additional teacher’s aides and other resources of cost may be needed in the classroom
at this point, there is still a massive savings experienced via the pricey, specialized
classroom’s extinction. The resulting surplus funding and resources can then be utilized
in other areas of the school in need.

DISADVANTAGES OF INCLUSIVE EDUCATION

The benefits of inclusion are many. However, no matter the intention, there are
disadvantages of inclusive education as well. Not all students learn at the same pace or
have the same skills mastered, particularly those with learning disabilities. The students
with disabilities, such as auditory processing disorders or Asperger’s syndrome, may be
severely affected to a point where they can’t stay in step with the classroom curriculum
regardless of what practices or methods are put in place to help them rise up to meet
their peers.

In this case, the struggling student may be placed in a least restrictive

environment, or LRE. This can be where the student is placed outside of the classroom
to gain the skills they lack that their peers have in the typical classroom setting. Each
student with a disability is unique and can’t be lumped into a below-grade group simply
because they haven’t mastered algebra by the correct grade.

HISTORY OF SPECIAL EDUCATION

In 1975, Congress passed the Education for All Handicapped Children Act, better
known at the time as Public Law 94-142, to change what was clearly an untenable
situation. Despite compulsory education laws that had been in place nationwide since
1918, many children with disabilities were routinely excluded from public schools. Their
options: remain at home or be institutionalized. Even those with mild or moderate
disabilities who did enroll were likely to drop out well before graduating from high
school.

The Civil Rights Movement and the 1954 Brown v. Board of Education decision
which extended equal protection under the law to minorities, paved the way for similar
gains for those with disabilities. Parents, who had begun forming special education
advocacy groups as early as 1933, became the prime movers in the struggle to improve
educational opportunities for their children.
Public Law 94-142 proved to be landmark legislation, requiring public schools to
provide students with a broad range of disabilities - including physical handicaps,
mental retardation, speech, vision and language problems, emotional and behavioral
problems, and other learning disorders - with a "free appropriate public education."
Moreover, it called for school districts to provide such schooling in the "least restrictive
environment" possible.

Reauthorized in 1990 and 1997, the law was renamed the Individuals with
Disabilities Education Act (IDEA) and spawned the delivery of services to millions of
students previously denied access to an appropriate education. Thanks to IDEA, these
students were not only in school, but also, at least in the best-case scenarios, assigned
to small classes where specially trained teachers tailored their lessons to each student's
individual needs. Schools also were required to provide any additional services - such
as interpreters for the deaf or computer-assisted technology for the physically impaired -
that students needed in order to reach their full potential. And, in more and more cases,
special education students began spending time every day in regular classroom settings
with their non-special education peers.

According to the Department of Education, approximately 6 million children

(roughly 10 percent of all school-aged children) receive special education services.
Educating those children was expected to cost nearly $51 billion last year, according to
the Department of Education's Center for Special Education Finance, with the yeoman's
share - more than $44 billion - coming from states and local school districts. That,
despite the promise made by the federal government in 1975 to cover 40 percent of the
additional costs incurred by districts to educate students with disabilities. Even though
federal spending for special education continues to rise (from $3.1 billion in 1997 to $6.3
billion in 2001), the federal government has never paid more than 15 percent of the total
costs.

DIVERSITY

Promoting diversity is a goal shared by many in American colleges and

universities, but actually achieving this goal in the day-to-day classroom is often hard to
do. The goal of this teaching module is to highlight a few of the key challenges and
concerns in promoting diversity, and illustrate ways to incorporate an understanding of
diversity in the classroom and beyond.

Diversity is a term that can have many different meanings depending on context.
This module will not offer a comprehensive definition of the term, instead, this module
will highlight two key areas related to diversity:

 Identify how diversity affects the classroom

 Provide practical tips for promoting an inclusive classroom

How Diversity Affects the Classroom

Much discussion about diversity focuses on the following forms of marginalization:
race, class, gender, and sexual orientation — and rightfully so, given the importance of
these forms of difference. In fact, students come to the university classroom with
different backgrounds, sets of experiences, cultural contexts, and world views.

Additionally, issues of diversity play a role in how students and teachers view the
importance of the classroom and what should happen there. For example, assumptions
about what a typical student should know, the resources they have and their prior
knowledge are extremely important.

Students may perceive that they do not “belong” in the classroom setting — a
feeling that can lead to decreased participation, feelings of inadequacy, and other
distractions. Teachers may make flawed assumptions of students’ capabilities or
assume a uniform standard of student performance. Teachers may themselves feel out
of place based on their own ascriptive traits (i.e. differences based on class, privilege,
etc.).

Identifying and thinking through notions of difference and how they affect the
classroom allow both students and teachers to see the classroom as an inclusive
place.
 LEGAL FOUNDATIONS IN SPECIAL EDUCATION

1. Legislation and Court Decisions before 1973

During the 1950s and 1960s, the federal government began to develop
and validate practices for children with disabilities and their families. These
practices provided the foundation for early intervention and special education
programs and services nationwide.

2. 1973 — Section 504 of the Rehabilitation Act

According to the U.S. Department of Education, Office for Civil Rights

(OCR): “Section 504 is a federal law designed to protect the rights of individuals
with disabilities in programs and activities that receive Federal financial
assistance from the U.S. Department of Education (ED). Section 504 provides:
‘No otherwise qualified individual with a disability in the United States . . . shall,
solely by reason of her or his disability, be excluded from the participation in, be
denied the benefits of, or be subjected to discrimination under any program or
activity receiving Federal financial assistance.’ “OCR enforces Section 504 in
programs and activities that receive Federal financial assistance from ED.
Recipients of this Federal financial assistance include public school districts,
institutions of higher education, and other state and local education agencies.
The regulations implementing Section 504 in the context of educational
institutions appear at 34 C.F.R. Part 104.

3. 1974 — Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA) is a federal law
that protects the privacy of student education records. The law applies to all
schools that receive funds under an applicable program of the U.S. Department
of Education. FERPA gives parents certain rights with respect to their children's
education records. These rights transfer to the student when he or she reaches
the age of 18 or attends a school beyond the high school level. Students to
whom the rights have transferred are "eligible students."

• Parents or eligible students can inspect and review the student's

education records maintained by the school. Schools are not required to provide
copies of records unless, for reasons such as great distance, it is impossible for
parents or eligible students to review the records. Schools may charge a fee for
copies.

• Parents or eligible students can request that a school make corrections to

records they believe to be inaccurate or misleading. If the school decides not to
amend the record, the parent or eligible student then has the right to a formal
hearing. After the hearing, if the school still decides not to amend the record, the
parent or eligible student has the right to place a statement with the record
explaining his or her view about the contested information.

4. 1975 — Education for All Handicapped Children Act

In the Education for All Handicapped Children Act (Public Law 94-142), the
Congress found that the special educational needs of children with disabilities
were not being fully met. In response, the stated purpose of Public Law 94-142
(also referred to as EHA) was “to assure that all handicapped children have
available to them…a free appropriate public education which emphasizes special
education and related services designed to meet their unique needs, to assure
that the rights of handicapped children and their parents or guardians are
protected, to assist states and localities to provide for the education of all
handicapped children, and to assess and assure the effectiveness of efforts to
educate handicapped children.”

Key provisions of the law included:

• Free appropriate public education (FAPE) for children with disabilities

aged 3-21;

• An individualized education program (IEP) for each child;

• Education of children with disabilities alongside children without

disabilities, known as the least restrictive environment (LRE);

• Testing and evaluation materials and procedures which are (1) not racially
or culturally discriminatory, and (2) provided and administered in the child’s
native language or mode of communication;

• Involvement of parents and others

5. 1984, 1990, 1998, 2006 — Carl D. Perkins Vocational Education Act

In 1984, the Vocational Education Act was renamed the Carl D. Perkins
Vocational Education Act (Public Law 98-524). Among its changes to the earlier
legislation, the 1984 law sought to make vocational education programs
accessible to “special populations,” including individuals with disabilities. The
Carl D. Perkins Vocational and Applied Technology Education Act Amendments
of 1990 (Public Law 101-392) made several revisions to the 1984 act. Most set-
asides for special populations were removed from the legislation, but the
program remained focused on providing members of special populations with
access to high-quality vocational education. These populations included
disadvantaged and disabled students, limited English-proficient students, and
students enrolled in programs to eliminate gender bias. The 2006 reauthorization
renamed the legislation the Carl D. Perkins Career and Technical Education
Improvement Act of 2006 (Public Law 109-270) to refer to career and technical
education, rather than vocational and technical education.

6. 1986 — Education of the Handicapped Act Amendments of 1986

The Education of the Handicapped Act Amendments of 1986 reauthorized

the EHA (described above). It also expanded upon Public Law 94-142 to include
infants and toddlers with disabilities. The law provided for early intervention
services for children from birth to age 2 who were (1) experiencing delays in
cognitive development, physical development, language and speech
development, psychosocial development, or self-help skills, or (2) who had a
diagnosed physical or mental condition which had a high probability of resulting
in developmental delay.The law defined early intervention services (EIS) as
meeting the infant or toddler’s developmental needs in one or more of the areas
listed above. In addition, such services included:

• Family training, counseling, and home visits; • Special instruction; •

Speech pathology and audiology; • Occupational and physical therapy; •
Psychological services; • Case management services; • Medical services for
diagnostic or evaluation purposes; • Early identification, screening, and
assessment services; and • Health services necessary to enable the infant or
toddler to benefit from the other early intervention services.

Under the law, each statewide system must include an individualized family
service plan (IFSP) for each infant and toddler with disabilities, a public
awareness program focusing on early identification of infants and toddlers with
disabilities, and a comprehensive system of personnel development. The written
IFSP must be developed by a multidisciplinary team that includes the parent or
guardian and must be evaluated once each year. The contents of the written plan
must include:

• the infant’s or toddler’s present levels of development (in the areas listed
above), based on acceptable objective criteria; • the family’s strengths and needs
relating to enhancing the development of the infant or toddler; • the major
outcomes expected to be achieved for the infant or toddler and the family; the
criteria, procedures, and timelines used; and whether modifications or revisions
to the outcomes or services are necessary; • specific early intervention services
necessary to meet the unique needs of the infant or toddler and the family; and •
the projected dates for initiating the services and their anticipated duration.

7. 1990 — Americans with Disabilities Act

The Americans with Disabilities Act (ADA) prohibits discrimination on the

basis of disability in employment, state and local government, public
accommodations, commercial facilities, transportation, and telecommunications.
The ADA defines an individual with a disability as a person who has a physical or
mental impairment that substantially limits one or more major life activities, a
person who has a history or record of such an impairment, or a person who is
perceived by others as having such an impairment. The ADA does not
specifically name all of the impairments that are covered.

“The ADA is one of America's most comprehensive pieces of civil rights

legislation that prohibits discrimination and guarantees that people with
disabilities have the same opportunities as everyone else to participate in the
mainstream of American life—to enjoy employment opportunities, to purchase
goods and services, and to participate in state and local government programs
and services. Modeled after the Civil Rights Act of 1964—which prohibits
discrimination on the basis of race, color, religion, sex, or national origin—and
Section 504 of the Rehabilitation Act of 1973, the ADA is an ‘equal opportunity’
law for people with disabilities.”

8. 1990, 1997, 2004 — Individuals with Disabilities Education Act

The Individuals with Disabilities Education Act (IDEA), or Public Law 101-
476, replaced the EHA of 1975 and its Amendments of 1986. It placed greater
emphasis on the individual, rather than on the individual’s condition. The IDEA
maintained key elements of the earlier law, such as FAPE, LRE and IEP. It
required public schools to make available to all eligible children with disabilities a
free appropriate public education (FAPE) in the least restrictive environment
(LRE) appropriate to their individual needs. The IDEA required public school
systems to develop appropriate individualized education programs (IEPs) for
each child. The specific special education and related services outlined in each
IEP reflect the individualized needs of each student.
PHILOSOPHICAL STATEMENT OF SPECIAL EDUCATION

 In the Pine-Richland School District every effort is made to provide students with
a free and appropriate education in their home school.
 Instructional strategies, curriculum adaptations, and behavioural interventions are
applied in the Least Restrictive Environment
 The Least Restrictive Environment can range from regular classroom placement
with consultation services provided to the student and/or teacher to full time
support within a special education classroom or a special school.
 Pine-Richland teachers promote the concept of inclusion by applying one of three
best practices: in-class support, co-teaching, and consultation with classroom
teachers.
 The IEP team decides which practice will best meet the needs of the student.

TYPICAL DEVELOPMENT

Parents and health practitioners often track and measure a child’s

developmental milestones from infancy to middle school. Developmental milestones
include physical or behavioural signs of physical, social, and cognitive progress that
lead to mastery over one’s environment. Smiling, crawling, manipulating objects,
walking, self-care, and talking are examples of developmental milestones that provide
valuable insight into a child’s development.

ATYPICAL DEVELOPMENT

Every child is unique. Each develops at his or her own pace and style. You
might be concerned if your child is not yet crawling or walking when many peers are
already displaying this skill. But remember that there are variations in typical
development. That’s why developmental milestones are noted as ranges.
Is your infant or child showing significant delays or different patterns of
achieving major milestones? This could be a sign of a motor or movement disorder.
These are examples: a child who cannot maintain sitting by the tenth month or a child
whose legs get very stiff every time he tries to roll over. Older children may also be
displaying atypical development if they are not able to eat with utensils or dress or
undress, or if they have trouble cutting with scissors or drawing.
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Education.html
Inclusive Education. (2012, July 02). Retrieved from
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/
Preview of Article:. (n.d.). Retrieved from
http://rethinkingschools.aidcvt.com/restrict.asp?path=archive/16_03/Hist163.shtml
McGee, K. (2018, September 27). Advantages & Disadvantages of Inclusive Education.
Retrieved from https://www.theclassroom.com/advantages-disadvantages-inclusive-
education-8367657.html
Diversity in the Classroom | Center for Teaching and Learning. (1970, January 05).
Retrieved from https://ctl.yale.edu/teaching/ideas-teaching/diversity-classroom
Special Education / Philosophy and Beliefs. (n.d.). Retrieved from
https://www.pinerichland.org/Page/519
Typical and Atypical Motor Development. (n.d.). Retrieved from
https://abilitypath.org/2014/07/03/typical-and-atypical-motor-development/