UNIT 1 MODULE WEEK NO.

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TAGOLOAN Community College

Baluarte, Tagoloan, Misamis Oriental
Tel.No. (08822)740-835/ (088)5671-215

College/Department : College of Education

COURSE Code : Educ 4 – Foundations of Special and Inclusive Education
1st Semester of A.Y. 2021-2022

Introduction

Module 1 and 2 will attempt to introduce the learners about the meaning and diffinition of Special and
Inclusive Education and its importance in the basic education curriculum.

Rationale
COURSE MODULE

Introducing students into the world of Special Education and equipping them the knowledge in Identifying
children will special needs.

Intended Learning Outcomes

 Define Special Education and Inclusive Education

 Differentiate the typical class set up and a special education class set up.

 Know the history of Special Education, its legal basis in western and Philippine context.

Activity

Answering the online poll.

Discussion

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Education
Education is defined as, ‘… the process of receiving or systematic instruction’ ‘… intellectual, moral
and social instruction’ (Soanes and Stevenson, 2003).

Special Education
Also known as Special Ed or SPED is a set of Educational programs or services specially designed to
meet the unique needs of learners with disabilities that cannot be sufficiently met using traditional
educational programs or techniques (Dimapilis, 2006).
Is in one sense a profession, with its own tools, techniques and research efforts all focused on
improving instructional arrangements and procedures for evaluating and meeting the learning needs of
children, youth and adults with needs. It is the individually planned and systematically monitored
arrangement of physical settings, special equipment and materials, teaching procedures, and other
interventions designed to help exceptional children achieve the greatest possible personal self-sufficiency
and academic success (Heward and Orlansky, 1988).
COURSE MODULE

The Aims of Special Education

The aims of special education as discussed in (Foundations of Special Education: an Introduction by
Farrell, 2009).,. with regard to pupils with disability/disorder, include the following:
 Identifying and assessing pupils with disability/disorder and evaluating whether the
disability/disorder/ is likely to hinder learning and development;
 Identifying the distinctive provision that best promotes learning and development;
 Identifying foundational disciplines that contribute to promoting learning and development;
 Ensuring that elements of provision informed by these foundations promote learning and
development.
Article I, Section 5 of Child and Youth Welfare Code (CP No. 603) states that the ultimate goal of
special education shall be the integration or mainstreaming of learners with special needs onto the regular
school system and eventually in the community.
To meet the individual needs of the learners and, to the extent possible, prepare them for going to a
more regular classroom setting. To achieve this, special educational programs must focus on helping the
learners develop academic skills, self-help, social proficiency, a positive attitude and self-confidence
(Raven’s Guide to Special Education).
Special Education Regular Education
Kind of Learners Children with Special Needs Regular Learners
who necessitate
individualized programs
Number of Learners For one-on-one: 1 Private School: 35- 50
For group: 3-4 Public School: 50 – 60
For resource group: 5-10 or more
Emphasis On the given intervention On the curriculum and the
mastery of skills established
within the curriculum
Curriculum Attention Skills (ADHD) English, Reading, Math,
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Memory Skills (MR), Braille Makabayan…
(VI), Sign Language (HI),
Auditory and Visual
Perception Skills (LD)
Anger Management
(Emotional/Behavioral
Disturbance), Creative and
Critical Thinking Skills
(Giftedness), Functional
Academics (Autism).
Who dictates the curriculum Individual needs of the child School Systems (DepEd)
Instruction Intensive Systematic Generalized Instruction
Instruction
Received instruction from? SPED Teachers, Occupational Of Regular Teachers
Therapist, Physical Therapist, To teach the curriculum
Speech Pathologist.
Type of Classroom SPED Classroom, Self- Regular Classroom
COURSE MODULE

contained Room, Resource

Room, Mainstream
Classroom.

Brief History of SPED in the Philippines

SPED in the Philippines started in 1908 where the School for the Deaf (in Harrison, Pasay City ) was
established and marked the official government recognition of its obligations towards the education of the
handicapped children.
Rep. Act No. 3562 (June 1963) – An Act to promote the Education of the Blind in the Philippines
which establishment teacher training course and Philippine National School for the Blind.
Philippine Normal College offered courses in SPED for teaching the blind 1964 wherein 14 elementary
school teachers were selected for training.
In 1952, a pilot school for the Special Education (at the Philippine Women’s University) of the
mentally handicapped children was started. All Children from this school were transferred to the Special
Child Study Center in Cubao, Q.C. in 1957.

Legal Foundations of SPECIAL EDUCATION

IN THE PHILIPPINES
Care and Protection of Disabled Children (C.A. 3203) – the rights of every child in the Philippines to
live in an environment conducive to his physical moral and intellectual development and the duty of the
government to promote the full growth of every child.
Accessibility Law (Batas Pambansa Blg. 344) – requiring certain buildings, institution, establishments
and public utilities to install accessible facilities and other devices, including transportation and
communication devices.

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Amendments to the Accessibility Law – providing stricter identification of specific individuals and
offers liable for violations with accessible facilities and other devices, including transformation.
White Cane Act (R.A. 6759) – declared the 1st day August each year as “White Cane Safety Day,”
white cane being a symbol of the need of blind persons.
Child and Youth Welfare Code (Presidential Decree No. 603) – protects and supports children with
special needs by addressing different areas where they can be assigned, improved and developed to cope
with life’s demands and be integrated into the society to become useful citizens of the country.
The Economic Independence of Disabled Persons Act (S.B. 1730) – requires that all government
agencies, instrumentalities and government owned and controlled corporations to source at least ten
percent of their supplies and equipment requirements for cooperatives of PWDs that are engaged in the
manufacturing and fabrication in order to support their economic independence.
The Magna Carta for Disabled Persons (R.A. 7277) – affirms the full participation and total
integration of persons with disabilities into the mainstream of our society by giving them equal
opportunities to develop their skills and potentials and affording them equal access to the basic services
extended by the government.
Section 12, Chapter 2 of R.A. 7277. ACCESS TO QUALITY EDUCATION – The State shall ensure that
disabled persons are provided with adequate access to quality education and ample opportunities to
COURSE MODULE

develop their skills. It shall take appropriate steps to make such education accessible to all disabled persons.
It shall be unlawful for any learning institution to deny a disabled person admission to any course it offers
by reasons of handicap or disability.
The State shall take into consideration the special requirements of disabled persons in the
formulation of educational policies and programs. It shall encourage learning institution to take into
account the special needs of disabled persons with respect to the use of school facilities, class schedules,
physical education requirements, and other pertinent consideration.
Section 1.2, Rule III of R.A. 7277. FORMAL EDUCATION – To provide learners with special needs with
access to basic education, learning institutions shall offer integrated education. In order to ensure that
quality education is accessible, the following components namely, curriculum, educational programs,
teaching methods and services shell be given importance by learning institutions.
Section 46 of R.A. 7277. PENAL CAUSE –
a. Any person who violates any provision of this Act shall suffer the following penalties:
1. for the first violation, a fine of not less than Fifty thousand pesos (P 50, 000.00) but not exceeding
One hundred thousand pesos (P100,000.00) or improvement of not less than six (6) months but not more
than two (2) years, or both at the discretion of the court; and
2. for subsequent violation, a fine not less than One hundred thousand pesos (P100,000.00) but not
exceeding Two hundred thousand pesos (P200, 000.00) or imprisonment for less than two (2) years but not
more than six (6) years, or both at the discretion of the court.
b. Any person who abuses the privileges granted herein shall be punished with imprisonment of not
less than six (6) months of a fine of not less than Five thousand pesos (5, 000.00) but not more than Fifty
thousand pesos (50, 000.00) or both at the discretion of the court.
c. If the violator is a corporation, organization or any similar entity, the officials thereof directly
involved shall be liable therefor.
d. If the violator is an alien or a foreigner, he shall be deported immediately after service sentence
without further deportation proceedings.
Reference: http://www.apcdproject.org/countryprofile/philippines/situation.html

The Philippine Education 1982 – In this act, the need for vocational training is further enshrined.
The Philippine Action Plan (1990-2000) in Support for EFA has focused its policies an strategies to a
specific group of people that include the rural poor, those in the urban slums, cultural communities, the

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disabled, and the educationally disadvantaged as well as the gifted.
DECS ORDER NO. 26s 1997 mandates the following:
 Organize at least one (1) SPED Center in the Region or Division, which will cater to Children with
Special Needs (CSNs)
 Organize SPED program in all districts in schools where there are identified CSNs.
 Expand the role/function of SPED Centers:
- Support children with special needs who are integrated in regular schools.
- Assist in the conduct of in-service training.
-Conduct continuous assessment of CSNs.
 Initiate and conduct regional/division/district-based training.
 Plan incentives to sustain the continuing interest in the implementation of the program through the
following initiatives:
-DECS Order No. 5 s 1998 – Reclassification of Regular Teacher and Principal Items to SPED Teacher
and Special School Principal Items.
-R.A. No. 6758 (Prescribed a Revised Compensation and Position Classification
IN THE US:
COURSE MODULE

The Individuals with Disabilities Education Act (IDEA) – states that children with disabilities are to be
educated to the maximum extent with children who do not have disabilities.
American with Disabilities Act (ADA) – prohibits discrimination on the basis of disability in private
sector employment; services rendered by state and local government; places of places of public
accommodations; transportation; telecommunications relay systems.
Rehabilitation Act 504 – No otherwise qualified individual with disabilities in the United States…shall
solely by reason of his disabilities, “be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program, or activity receiving Federal financial assistance…”
No Child Left Behind (NCLB) Act was signed on Jan. 8, 2002 which reauthorized and replaced the
Elementary and Secondary Education Act of 1965, the federal framework for how public education
throughout the US is provided. Its overall aim is to have all students performing at proficient levels in the
two educational cornerstones, Reading and Math, by year 2014.
Individuals with Disabilities Education Improvement Act (IDEA 2004) outlined change to IDEA 1997
wherein one of them states that benchmarks and short-term objectives written into the IEPs are no
required for many learners, reducing the amount of IEP work.

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Assessment

To be posted in Edmodo.com

Reflection
COURSE MODULE

Why is Special Education an important component in the basic education program?

Resources and Additional Resources/References

Halal, C. A., Yuzon, M. A., & Ligon, C. M., PhD. (2020). Foundations of Special and Inclusive Education (First ed.).
Manila: Rex Book Store.

Morin, A. (n.d.). What is Universal Design for Learning (UDL)? Retrieved December 11, 2020, from
https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/
universal-design-for-learning-what-it-is-and-how-it-works

Salend, S. J. (2016). Creating inclusive classrooms: Effective, differentiated, and reflective practices. Boston.:
Pearson.

Tomlinson, C. (2000). What Is Differentiated Instruction? Retrieved December 11, 2020, from
https://www.readingrockets.org/article/what-differentiated-instruction

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