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Study Guide Module 1 Prof ED 103

BSED English (Pangasinan State University)

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

STUDY GUIDE FOR MODULE NO. 1

DEFINITION, GOALS, AND SCOPE OF SPECIAL AND

INCLUSIVE EDUCATION
MODULE OVERVIEW

Proper and good education is very important for all of us. It facilitates quality
learning all through the life among people of any age group, race, status, color,
religion and region. It is the process of achieving knowledge, values, skills,
beliefs, and moral habits. Education is very necessary for each and everyone in
order to improve knowledge, way of living as well as social and economic status
throughout the life. All citizens have the right to education even those persons
with disabilities. Two concepts are important here i.e., Inclusive Education and
Special Education.

Special education is the practice of providing individualised instruction and

support to students with disabilities or learning difficulties. It is designed to be
need-based and individualised, which means that every student in special
education will have a different plan depending on their needs, abilities and goals.
Inclusive education, on the other hand, is the practice of educating students with
disabilities alongside their peers without disabilities, in the same classroom. It is
meant for all learners. Inclusive education is based on the premise that all
students develop and learn differently, and therefore one fixed way of teaching
and learning cannot ensure successful outcomes for all. (Bhalla, 2020)

On this learning module, you will understand more the definition, goals, and
scope of Special and Inclusive Education. Also, historical timeline will be
discussed in this module to further understand and be aware of the
development of Inclusive and Special Education.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. To be able to define the different terms in Special and Inclusive Education
2. To be able to spell out the different acronyms related to Inclusive
Education
3. To be able to construct meanings of the different terms and acronyms
4. To be able to make use of timeline in discussing the historical foundations
of special and inclusive education

DEFINITION, GOALS, AND SCOPE OF INCLUSIVE AND SPECIAL EDUCATION

Definition

Inclusive Education
Inclusive education means different and diverse students learning side by side
in the same classroom. They enjoy field trips and after-school activities together.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

They participate in student government together. And they attend the same
sports meets and plays.

Special Education
Special education (also known as special needs education, aided education,
exceptional education or Special Ed) is the practice of educating students in a
way that addresses their individual differences and needs. Ideally, this process
involves the individually planned and systematically monitored arrangement of
teaching procedures, adapted equipment and materials, and accessible
settings. These interventions are designed to help individuals with special needs
achieve a higher level of personal self-sufficiency and success in school and in
their community which may not be available if the student were only given
access to a typical classroom education.

Definition of Terms

 A disability is an impairment that may be cognitive, developmental,

intellectual, mental, physical, sensory, or some combination of these. It
substantially affects a person's life activities and may be present from
birth or occur during a person's lifetime.
 Disability is an umbrella term, covering impairments, activity limitations,
and participation restrictions.
 Impairment is a problem in body function or structure; an activity
limitation is a difficulty encountered by an individual in executing a task or
action; while a participation restriction is a problem experienced by an
individual in involvement in life situations.
 Disability is thus not just a health problem. It is a complex phenomenon,
reflecting the interaction between features of a person’s body and
features of the society in which he or she lives.

 Educators at all levels refer to special needs students as those with
exceptionalities. In general, exceptionalities fall in six broad categories:

• Intellectual. This includes students who have superior intelligence

as well as those who are slow to learn.
• Communicative. These students have special learning disabilities
or speech or language impairments.
• Sensory. Sensory-grouped students have auditory or visual
disabilities.
• Behavioral. These students are emotionally disturbed or socially
maladjusted.
• Physical. This includes students with orthopedic or mobility
disabilities.
• Multiple. These students have a combination of conditions, such as
orthopedically challenged and visually impaired.
 Mainstream - People, activities, or ideas that are part of
the mainstream are regarded as the most typical, normal,
and conventional because they belong to the same group or system as
most others of their kind.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

 Integration - Integration is placing persons with disabilities in existing

mainstream education without changing the system of education delivery.
 Segregation - Segregation occurs when students with disabilities are
educated in separate environments (classes or schools) designed for
students with impairments or with a particular impairment.
 Inclusion - Inclusion involves a transformation of the education system
with changes and modifications in content, teaching methods,
approaches, structures, strategies, and review mechanisms in place.

Acronyms Related to Special and Inclusive Education

 LSEN - Learners with Special Educational Needs (South Africa)


 CWSN - Children with Special Needs
 Schools affiliated to CBSE were advised (Circular No. 45 dated 29th
October, 2008) to ensure that no child with special needs is denied
admission in main stream schools, it has been observed that there are
many schools affiliated to CBSE who are not abiding by this directive.

 PWD - Persons with Disability

 ID - 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.
 GDD - Global Developmental Delay
 A child with GDD is one who is considered to have significantly lower
intellectual functioning than their peers.

 To be diagnosed under GDD, the child must also be significantly limited in
at least two developmental domains, including, gross motor, vision and
fine motor, communication (i.e. speech/hearing/language) and social
skills.

 ADHD - Attention Deficit Hyperactivity Disorder
 ADHD is a highly genetic, brain-based syndrome that has to do with the
regulation of a particular set of brain functions and related behaviors.

 LD – Learning Disability
 A learning disability is a neurological disorder. In simple terms, a learning
disability results from a difference in the way a person's brain is "wired."
Children with learning disabilities are as smart or smarter than their peers.
But they may have difficulty reading, writing, spelling, reasoning, recalling
and/or organizing information if left to figure things out by themselves or
if taught in conventional ways.


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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

The Historical Foundations of Special and Inclusive Education

The Beginning of Special Education

As recent as a hundred years ago, children with disabilities received

little, if any, formal education. In the tradition of segregating students
during the middle to late 19th century, special schools for those with
disabilities continued to be created in the early 1900s. These schools
claimed to educate children; however, they primarily served as
residential facilities and institutions. Even in 1918, as states began
creating a nationwide public school system, children with disabilities were
usually excluded.
Between 1850 and 1950, special classes with people trained to care
for individuals with disabilities began to develop as teachers noted
differences among students. During these years, groups of parents
of children with developmental disabilities started schools and
programs. Although these developments were sporadic, they
began to positively change ideas about teaching these children.
Attitudes continued to change in the mid-1920s as educators began to see
the value of education and community involvement for individuals with
disabilities. Still, children continued being placed in institutions as
many parents believed these facilities offered the only
educational opportunity available to their child. Special education
was typically only offered in large cities.

Improved Educational Opportunities

While the Supreme Court ruled in 1954 that students could not be
separated in schools because of race, the parents’ movement worked to
change the belief that individuals with disabilities could not be taught. The
movement additionally improved conditions in state institutions, created
educational and employment opportunities, and proposed legislation. In
public schools, however, more than a million students were excluded and
another 3.5 million did not receive appropriate services. As many laws
specifically exclude children with certain disabilities, only one in five have
the right to an education.

IDEA

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

Beginning with the Rehabilitation Act of 1973 and its amendments

of 1986 and 1992, employment and educational rights of people with
disabilities were guaranteed from institutions receiving federal funding.
Then, with the passage of the Individuals with Disabilities Education Act
(IDEA), all school districts were required to develop and provide a free,
appropriate public education for all children. The first major legislation of
its kind, IDEA required that education be provided in the least restrictive
environment for each child, meaning that students with disabilities should
be taught in neighborhood schools in general education classes.
The U.S. Court of Appeals ruling, with Timothy v. Rochester
School District, established that all school districts have the
responsibility for educating every child, including those with
disabilities. The Americans with Disabilities Act of 1990 further protected
school-aged children with disabilities outside of education in employment
and access to public and private services.

Inclusion: Another Way to Educate

Although still rare in many school districts, real special education

inclusion began in the 1990s when children with physical disabilities
gained access to neighborhood schools. For children with developmental
disabilities in 1993, though, separate classes remain the norm. The
reauthorization of IDEA in 1997 guaranteed more than access to
education for students with disabilities; it ensured the rights to a quality
education and quality outcomes. Another reauthorization of IDEA occurred
in 2004 to align it more closely with the general education No Child Left
Behind Act of 2001, while retaining, expanding, and clarifying important
elements of the 1997 law.

The onset of inclusion has resulted in over 90% of students with

disabilities receiving education in typical schools and almost half were
included in the general classroom 80% of the day during the 1999-2000
school year. An increasing number of students with disabilities are
graduating from high school, with over half earning a diploma. Full
inclusion is still years away, though, as millions with disabilities learn in
special education classrooms.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

The Past
People who had a disability were seen as mentally ill. Many of them were
placed in Mental intuitions called Insane Aslyms and were being "cured". They
were

treated in very inhumane ways making life expectancy short for many.
Timeline A

How did special Education move forward?

1975: Education for all Handicapped

This law was created as an effort to provide the millions of children with
disabilities a proper education. This included: Zero Reject, Free Appropriate
Education, Least, Restrictive Environment, Parental Participation, Evaluations,
IEP Programs

1990: Individuals with Disabilities Act (IDEA)

It was designed to protect the rights of students with disability by
ensuring that everyone receives a free appropriate public education (FAPE),
regardless of ability.
The Civil Rights moment inspired the Disability Rights Movement. This
movement was to get rights for physical barriers such as wheelchair lifts, curb
cuts, buses and ramps. This movement was also started to eliminate labels and
stereotypes associated with people with disabilities. This overnight in 1940
parent organizations formed for the right to educate children with disabilities.
The American Disabilities Act (ADA) came out of this movement in the 20th
Century for right for disabled people to work.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

Present and Future of Special Education

After IDEA was passed there was more push for inclusion in public schools.
The idea of inclusion is that special education students can be in regular
education schools and not segregated. Inclusion also means the teacher and
school are doing everything in their power to make sure that the student is fully
included. The picture below is of how inclusion classrooms can be set up to
provide equal education in a classroom.

Gifted and talented is now part special education and is

growing in numbers. However, for future need, schools need to seek out
children who are advance in poverty districts and students of color. Some
schools have made efforts to put students with learning disabilities in gifted and
talented programs.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

Timeline B

LEARNING ACTIVITY 1: REFLECTION

Write a one page reflection on “Inclusion: Another Way to Educate”. Send a

Word file or PDF file to the instructor.
INCLUSIVE EDUCATION IN THE PHILIPPINES

SUMMARY

Here are some pointers to

remember:
 Inclusive education means different and diverse students learning side by
side in the same classroom.
 Inclusive education values diversity and the unique contributions each
student brings to the classroom.
 Special education (also known as special needs education, aided
education, exceptional education or Special Ed) is the practice of
educating students in a way that addresses their individual differences
and needs.
 Learning disabilities are due to genetic and/or neurobiological factors that
alter brain functioning in a manner which affects one or more cognitive
processes related to learning.
 Inclusion gives all learners the opportunity to show their potential to
people around them.

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Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

REFERENCES

 https://education-profiles.org/eastern-and-south-eastern-
asia/philippines/~inclusion#Definitions
 https://www.opensocietyfoundations.org/explainers/value-inclusive-
education
 https://en.wikipedia.org/wiki/Special_education
 https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html
 World Health Organization, International Classification of Functioning,
Disability and Health (ICF)external icon. Geneva: 2001, WHO.
 US Department of Health and Human Services. The Surgeon General’s Call
to Action to Improve the Health and Wellness of Persons with
Disabilitiesexternal icon. Washington, DC: US Department of Health and
Human Services, Office of the Surgeon General; 2005.
 https://www.teachervision.com/special-needs/students-with-
exceptionalities
 https://impactofspecialneeds.weebly.com/history-of-special-education-
christina-pressley.html

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