The Foundations of Special and Inclusive Education SPECIAL AND INCLUSIVE EDUCATION I. Introduction Spééial @ducation (also known as special needs education, aided education, exceptional education or Special Ed) is the practice of educating Ideally, adapted equipment and materials, and accessible settings. These interventions are 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. Inclusive education means different and diverse students learning Si@6!by side in the same classrooni, They enjoy field trips and after-school activities together. They participate in student government together. And they attend the same sports meets and plays. Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them. And school staff has the training, support, flexibility, and resources to nurture, encourage, and respond to the needs of all students. In this book, students will learn and broaden their knowledge and schema on Inclusive Education. It will explain the theories, legal bases, historical foundations, psychological foundations, and socio-cultural foundations of special and inclusive education. It also discusses the ¥ classifications of learners with special educational needs. KAAS The Foundations of Special and Inclusive Education page 1The Foundations of Special and Inclusive Education Objectives + To be able to define the different terms in Special and Inclusive Education + To be able to spell out the different acronyms related to Inclusive Education + To be able to construct meanings of the different terms and acronyms. “Every human is, at the same time, like all other human, like some humans, and like no other humans." - Clyde Kluckhoin 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. IHBSIRHIEHY is a probleminibody 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. students as those with _ Educators at all levels refer to special needs exceptionalities. In general, exceptionalities fall in six broad categ + 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. ditory _or visual + Sensory. Sensory-grouped students have disabilities The Foundations of Special and Inclusive Education Page 2MODULE 1 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION: AN OVERVIEW Introduction What do you imagine when you think about special Education? You might picture children with disabilities spending the day tucked away in a different kind of classroom, separated fom most of the kids their age. It may have been the norm in the past. But as the field of special education has moved forward, much has changed. Special Education today is focused on helping children with disabilities leam but is no longer has to mean placing kids in a particular classroom all day long. Federal law requires that students who receive special education services should be taught alongside their non-disabled peers as much as possible, For example, some students with dyslexia may spend most of the day in a general education classroom. They may spend just an hour of two in a resource room working with @ specialist in reading and other skills. Other students with dyslexia might need more support than that, and others might need to attend a different school that specializes in teaching kids with learning disabilities. “Special education refers to a range of services that can be provided in different ways and in different settings. ‘There is no “one size fits all” approach to special Education. It’s tailored to meet each student's needs. Special Education refers to a range of services that can be provided in different ways and in different settings. If your child qualifies for special Education, he'll receive individualized teaching and other key resources at no cost to you. The specialists whe wark with your child will focus on his strengths as well as his challenges. And you'll be an important member of the team that decides what he needs to make progress in school. Learning Outcomes: At the end of this Module, you are expected to: 1. Explain the vision, goals, and objectives of special Education; 2. Trace the historical origins and events relevant to the implementation of special Education; 3. Discuss the legal bases of special Education in the in the Philippines; 4, Describe the different special education programs and services offered by Philippine public and private schools and institutions, 5. Discuss the definition of inclusive Education and its salient features; 6. Define the meaning of special Education; 7. Appreciate and gain inspiration from the lives of successful pers disabilities.Why Actuarial Science? “I was attracted to it because no insurance policies are issued to disabled Filipinos. My dream is to be able to help formulate policies to meet their insurance needs.” Sadly, the Magna Carta for Disabled Persons is not enforced. Like there are no facilities for blind students in most schools. The only schools that allow entry of blind students are UP, PNU, Ateneo, PWU, UST, PCU, and Trinity College,” Roselle informs. What else keeps her busy? She has a Nokia 8250. It’s useless to ask about Roselle and texting, the country’s favorite pastime, “Oh, but I do text a lot!” she exclaims. “But someone has to be nearby to read messages to me.” Tam using a Touch Mobile system by Globe now. It’s cheaper than the other systems. I can also receive voice messages. Hopefully, telephone manufacturing, like ‘Nokia ean design phones for the blind. That would be really something! = An excerpt from the book * Teresita G., etal, ntroduction to Special Education” by Inciong, Analysis Here are the guide questions, based on the vignette that you have read. How did Roselle’s situation help her to achieve her dreams? 2. Why did some university not accept students like Roselle? Abstraction Ais on, Policy, Goals, and Objectives of Special Education, Vision for Children with Special Needs The Department of Education clearly states its vision for children with special needs under isive Education, thus: the philosophy of i “The State, community, and family hold a common vision for the Filipino child with special needs. By the 2ist century, it is envisioned that he/she could be adequately provided with basic Education. This Education should fully realize hissher potentials for development and productivity as well as being capable of self-expression of his/her rights in society. More importantly, he/she loving and proud of being a Filipino. It is also envisioned that the child with special needs will get full parental and community support for his/her Education without discrimination of any kind. This special child should also be provided with a healthy environment along with leisure and recreation and social security measures” (Department of Education Handbook on Inclusive Education, 2000) Policy, Goals, and Objectives of Special Education The policy on Inclusive Education for All is adopted in the Philippines access to education among children and youth with special needs. It forms an integral 3component of the overall educational system that is committed to appropriate education for all children and youth with special needs. The goal of the special education program of the Department of Education all over the country is to provide children with special needs appropriate educational services within the mainstream of primary Education, Special Education aims to’ 1. Provide a flexible and individualized support system for children and youth with special needs in a regular class environment in schools nearest the students’ home. 2. Provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living, 3. Implement a life-long curriculum to inchide early intervention and parent education, primary education, and transition programs on vocational training or preparation for college, 4, Make available an array of educational programs and services: the Special Education Center built on “a school within a school concept” as the resource center for children and youth with special needs; inclusive Education in regular schools, special and residential schools, homebound instruction, hospital instruction, and community-based programs; alternative modes of service delivery to reach the disadvantaged children in far-flung towns, depressed areas and undeserved barangays. B. Historical Perspective of Special Education, World History of Special Education. Ancient Greece and Rome - have isolated examples of caring for and treating disabled individuals where early societies typically shunned people who differed from the norm, Middle Ages -church became the first institution to provide care for physically or mentally impaired people. Renaissance- is the time of development of techniques associated with special education with an emphasis on human dignity The mid-1500s- Pedro Ponce de Leén succeeded in teaching deaf pupils in Spain to speak, read, and write. 1620- Juan Pablo Bonet published the first book on teaching deaf pupils to speak, read, and write in Spain, which gives rise to a broader European interest in the Education of deaf individuals, 17° century- John Bulwer of England published an account of his experien deaf persons to speak and lip-read. teaching,-Charles-Michel_abbé de 'Epée(1712-89) of France, changed the nature of communication for deaf and hard-of-hearing individuals by developing the natural sign Janguage they used into a systematic and conventional language for more universal use. - Roch: Ambroise Cucurron, Abbé Sicard- developed the work of Charles-Michel abbé de LEpécand and gave rise to the manual system, or silent method, of teaching people with hearing impairments. -Samuel Heinicke of Germany experimented training deaf children to speak, 19th century -Friedrich Moritz Hill (1805-74), a leading educator of the deaf, developed this method in relation to the concept that Education must relate to the “here and now” of the child—known as the “natural method.” Thus arose the oral method of instruction that, in time, became an accepted practice throughout the world, In the late 18th century, Nalentin Hatiy, known as the “father and apostle of the blind,” ‘opened the National Institution of Blind Youth (Institution Nationale des Jeunes Aveugles) in Paris in 1784, wi t pupils h 12 blind children as his fi -Jean-Mare-Gaspard Lard - a French physician and otologist, He was named as the “father of special education” as a result of his attempts to educate the “wild boy of Aveyron,” despite his categorization as hopeless -Edouard Sequin, a student of Itard, considered to be one of the first Early Interventionists, with his work in developing instructional programs for children thought incapable of leaming. ©The work of Hard, Sequin, and other innovators of their time helped to established a foundation for many contemporary practices in special education. Maria Montesorri, is an Italian pediatrician and an educator, and innovator of a unique method of training young developmentally disabled and culturally deprived children in Rome in the 1890s and early 1900s. Her approach emphasized self-education through specially designed “didactic materials” for sensorimotor training; development of the senses was the keynote of the system, ‘History of Special Education in the Philippines, It.was during the year of 1902 and under the American regime that the Filipino children with disabilities were given a chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started in 1907. Mr David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila, and Miss Rice was the administrator and, at the same time, the teacher of that school. Today, the schoo! for theDeaf is located at Harrison Street, Pasay City, and the Philippine National School for the Blind is adjacent to it on Polo Road. The early 1900s until 1949 1902- the interest to educate Filipino children with disabilities was expressed more than a century ago during the American regime - Deaf and blind children were found in a census of school-aged children in Manila & nearby provinees and proposed that these children be enrolled in school like the other children. 1907- the special education program formally started in the country, and the Insular School for the Deaf & the Blind in Manila was established 1926 - the Philippine Association for the Deaf (PAD) was composed of deaf and hard of hearing members and special education specialist. 1927 - the Welfareville Children’s Village in Mandaluyong, Rizal was established. 1936 - Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). 1945 - the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods. 1949 - the Quezon City Science High School for gifted students was inaugurated, and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment. 1953 - the Elsie Gaches Village (EGV) was established in Alabang Muntinlupa, Rizal, to take care of abandoned and orphaned children and youth with physical and ‘mental handicaps. In 1954, the first week of August was declared as Sight Saving Week. 1955-1975 1955 - members of Lodge No.761 of the Benevolent and Protective Order of Elks organized the Elks Cerebral Palsy Project Incorporated, and the First Parent- Teacher Work Conference in Special Education was held at the SDB. 1956 - the First Summer Institute on Teaching the Deaf was held at the School for the Deaf and the Blind in Pasay City. 1957 - the Bureau of Public Schools (BPS) of the Department of Education and Culture (DEC) created the Special Education Section of the Special Subjects and Services Division. The components of the special program included legislation, teacher training, census of exceptional children with disabilities in regular classes, rehabilitation of residential and special schools, and materials production. Baguio Vacation Normal School ran courses on teaching children with handicaps, and the Baguio City Special Education was also organized in the same year. 1958 - the regional office of the American Foundation for Overseas Blind (AFOB) was opened at Manila. This foundation helped the DEC by providing consultancy in the teacher training program that focused on the integration of blind children in regular classes and materials production at the Philippine Printing House for the Blind, 1960 - some colleges and universities started to offer special education courses in their graduate school curriculum, 1962 - the Manila Youth and Rehabilitation Center (MYRC) was opened. This center extended services to children and youth who were emotionally disturbed and servisocially maladjusted, In the same year, DEC issued Circular No.1] s 1962 that specified the “Qualifications of Special Education Teachers.” s. * 1963 - the training of DEC teacher-scholars for blind children started at Philippine Normal College. * 1964 - the Quezon City Schools Division followed suit with the establishment of the Quezon City Science High School for gifted students, * 1965 ~ the training program for school administrators on the organizations, administration, and supervision of special education classes was started. * 1967 BPS organized the National Committee on Special Education. * 1968 - the teacher training program for teachers of exceptional children was held at the Philippine Normal College for the next ten years, and in the same year, the First Asian Conference on Work for the blind was held in Manila * 1969 classes for socially maladjusted children were organized at the Manila Youth Reception Center, the school for the Deaf and the Blind established in 1907 was, reorganized into separate residential schools, and the Paaralan ng Pag-big at Pag- asa was established in San Pablo Cit * 1970 the training of teachers for children with behavior problems started at the University of the Philippines, * 1971 - DEC issued a memorandum on Duties of the Special Education Teacher for the blind. * 1973 - the Juvenile and Domestic Relations Court of Manila established the ‘Tahanan Special School for socially maladjusted children and youth, * 1974 -the First National Conference on the Rehabilitation of the Disabled was held at the Social Security Building in Quezon City. * 1975 - the Special Subjects and Services Division was abolished, * 1976 - Proclamation 1605 declared 1977 to 91987 as the Decade of the Filipino Child 1976-2000 * 1977 - MEC issued Dept. Order No.10 that designated regional and division supervisors of special education programs. * 1978 - the National Commission Conceming Disabled Persons, later renamed the National Council for the Welfare of Disabled Persons through Presidential Decree 1509. * 1979- the Bureau of Elementary Education Special Education Unit conducted a two-year nationwide survey of unidentified exceptional children who were in school * 1980 - the School for Crippled Children at the Southern Island Hospital in Cebu was organized * 1981 - the United Nations Assembly proclaimed the observance of the International ‘Year of Disabled Persons. + 1982 the Cebu State College Special High School for the Deaf, the Siaton Special Education Center in the Division of Negros Oriental, and the St. John Maria de ‘Vianney Special Education Learning Center in Quezon City was opened * 1983 - Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings, stitutions, Establishments and Public Utilities to Install Facilities and Other Device© 1984 - the Labangon Special Education Center Division of Cebu City and the Northern Luzon Association's Heinz Wolke School for the Blind at the Marcos Highway in Baguio City were inaugurated. © 1990 the Philippine Institute for the Deaf (PID), an oral school for children with hearing impairment, was established. * 1991 - the First National Congress on Street Children was held at La Salle Greenhills in San Juan Metro Manila, © 1992 - the Summer Training for Teachers of the Visually Impaired started at the PNU. * 1993 - DECS issued Order No.14 that directed regional offices to organize the Regional Special Education Council (RSEC). * 1995 - the First National Congress on Mental Retardation at the University of the Philippines in Diliman, Quezon City, the First National Convention in Deaf Education in Cebu City, and the First National Sports Summit for the Disabled and the Elderly were held. © 1996- the third week of January was declared as Autism Consciousness Week. * 1997 - DECS Order No.1 was issued, which directed the organization of a Regional Special Education Unit and the Designation of a Regional Special Education Unit and the Designation of a Regional Supervisor for Special Education, DECS Order No. 26 on the Institutionalization of Special Education Programs in All Schools was promulgated. The First Philippine Wheelathon-a-race for Wheelchair Users was the main event of the 19th National Disability Prevention and Rehabilitation Week, © 1998 - DECS Order No. 5 “Reclassification of Regular Teacher and Prineipal Items to Special Education Teacher and Special Schools Principal Htem” was issued. * 1999- The La Union Special Education Center was opened in the Division of La Union, The same year, the following events took place: the Philspada National Sports Competition for the Disabled in Cebu City; issuance of the following DECS Orders No. 104 “Exemption of the Physically Handicapped from Taking the National Elementary Achievement Test and the National Secondary Aptitude Test"; No.108 “Strengthening of Special Education Programs for the Gifted in the Public School System”; No.448 “Search for the 1999 Most Outstanding Special Education Teacher for the Gifted”; and the Memorandum No.457 “National Photo Contest on Disability.” The following DECS Orders were issued: No.11 “Recognized Special Education Centers in the Philippines’; No.33 “Implementation of Administrative Order No.101 directing the DPWH, the DECS and the CHED to provide architectural facilities for disabled persons in all state colleges, universities and other public buildings"; Memorandum No.24 “Fourth International Noise Awareness Day”; and No.477 “National Week for the Gifted and the Talented.” C. LEGAL BASES EDUCATION Special Education in the Philippines is anchored on the following fundamental legal documents; 4 COMMONWEALTH ACT NO. 3203 In 1935, a provision in this Act for the care and protection of disabled children. Articles 356 and 259 of the Civil Code of the Philippines mention “the right of every child to live in an atmosphere conclusive to his physical, moral and intellectual development,” and the concomitant duty of the government to “promote the full growth of the faculties of every child.”4 THE DECLARATION OF THE RIGHTS OF THE CHILD This declaration, adopted by the United Nations General Assembly in 1959, affirmed that humanity owes to the child the best it has to give. One of the principles concerned with the Education of children with special needs runs: “The child who is physically, mentally or visually handicapped shall be given the special treatment, education. that is required of his particular condition.” 4 REPUBLIC ACT NO, 3562 “An Act to Promote the Education of the Blind in the Philippines” on June 21, 1963, provided for the formal training of special education teachers of blind children at the Philippine Normal College, the Rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of the Philippine Printing House for the Blind. 4 REPUBLIC ACT NO. 5250 “An Act Establishing a Ten-Year Teacher Training Program for Teachers of Special and Exceptional Children” was signed into law in 1968. This law provided for the formal training of teachers for deaf, hard-of-hearing, speech handicapped, socially and emotionally disturbed, mentally retarded and mentally gifted children and youth at the Philippine Normal College and the University of the Philippines. 4 PRESIDENTIAL DECREE NO. 603 (PD 603) Known as The Child and Youth Welfare Code, Article 3, Rights of the Child. Equally important is Article 74, which provides for the creation of special classes. The Article reads: “Where needs warrant, there shall be at least one special class in every province, and if possible, special schools for the physically handicapped, the mentally retarded, the emotionally disturbed and the specially gifted.” 4 PRESIDENTIAL DECREE NO. 1509 In 1978, this law created the National Commission Concerning Disabled Persons (NDCCP). It was renamed as National Council for Welfare of Disabled Persons. (NCWDP) 4 EDUCATION ACT OF 1982 or BATAS PAMBANSA BILANG 232 States that “the government shall promote the right of every individual to relevant quality education regardless of sex, age, breed, socioeconomic status, physical and mental condition social and ethnic origin, political and other affiliations. The State shall therefore promote and maintain equality of access to Education as well as the enjoyment of the benefits of Education by all of its citizens. Section 24 “Special Education Service” of the same law affirms that “the State further recognizes its responsibility to provide, within the context of the formal education system services to meet particular needs of specific clientele 4+ BATAS PAMBANSA BILANG 344 In 1983, this law was enacted. It is known as The Accessibility Law, “An Act to Enhance the Mobility of Disabled Persons,” requires cars, buildings, institutions, establishments, and public utilities to install facilities and other devices for persons with disabilities. 4 THE 1987 CONSTITUTION OF THE PHILIPPINES 9Cited the rights of exceptional children to Education in Article XIV, Section 1 declares that the State shall protect and promote the right of al citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all Section 2 emphasizes that “The State shall provide adult citizens, the disabled and out-of- school youth with training in civics, vocational efficiency, and other skills.” 4 REPUBLIC ACT NO. 6759 In 1989, the law was enacted and was declared August 1 of each year as “White Cane Safety Day in the Philippines.” Blind persons use the cane in traveling, REPUBLIC ACT NO. 7610 This law was enacted in 1992. The law is “An Act Providing for Strong Deterrence and Special Protection Against Child Abuse, Exploitation, and Discrimination, Providing Penalties for Its Violation and Other Purposes.” REPUBLIC ACT 7277 Approved on January 22, 1992, Republic Act 7277, otherwise known as the Magna Carta for Disabled Persons, affirms the full participation and total integration of persons with disabilities into the mainstream of our society. 1. Republic Act No. 7277: Magna Carta for Persons with Disabilities ~ in support to the implementation of this act and to achieve the target set for the Asian and Pacific Decade of Disabled Person (1993-2002) that 75 % of the 4 million children with disabilities should be provided equal educational opportunities, special needs education shall be institutionalized in all schools. ‘The institutionalization aims to provide access to primary Education among children with special needs, namely the gifted/talented, the developmentally disabled, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the; learning disabled, the speech defectives, the children with behavior problems., the autistic children and those with health problems through the formal system and other alternative delivery services in Education. ‘The following are the guidelines which shall be observed in the tutionalization of special needs Education: © All divisions shall organize at least one SPED Center, which will cater to all children with special needs. The program organized shall adopt the inclusive education concept or the different types of SPED programs suited to the needs of the learners. ‘The Center shall function as a Resource Center. = to support children with special needs integrated into regular schools; = to assist in the conduct of in-service-training ; = to produce appropriate teaching materials; and = to conduct continuous assessment of children with special needs. ‘School division shall appropriate funds for the aforementioned activities. © All districts shall organize SPED programs in schools where there are identified children with special needs. assistance from existing SPED Center shall be sought in the assessment of the children with special needs and in the orientation or training of, the regular teachers to help these students. Teachers and administrators who have had trainings in SPED shall be identified and their expertise tapped. 10* Local trainings at the regional, division, and district levels shall be initiated and conducted by the identified Regional Trainers in Special Education. * To sustain the continuing interest of supervisors administrators and teachers in the implementation of the SPED programs, incentives shall be planned and provided for. + To ensure that the Education of children with special needs is an integral part of the educational system, an annual allocation for extension position shall be provided for SPED teachers. 4 REPUBLIC ACT 9442 Known as the Magna Carta for Persons with Disabilities. An act Providing for the Rehabilitation Self-Reliance of Disabled Person and their Integration into the Mainstream of Society and for Other Purposes. 4 PRESIDENTIAL PROCLAMATION NO. 361 In 2000, this law set new dates for the National Disability Prevention and Rehabilitation Week Celebration on the Third Week of July every year which shall culminate on the birth date of the Sublime Paralytic Andres Bonifacio. 4 REPUBLIC ACT NO. 9288 Otherwise known as “The Newborn Screening Act of 2004” is based on the premise that a retarded child could have been normal. A drop of blood can save the baby from ‘mental retardation and death, DepEd’s Department Orders Related to Special Education in the Philippines % DO 38, s, 2015- Guidelines on the Utilization of Support Funds for the Special Education (SPED) program DO 46, s, 2014- Guidelines on the Implementation of the Alternative Learning ‘System for Persons With Disability (ALS) Program *% DO 98, 2011- Revised Guidelines on the Utilization of the Financial Support Fund to the Secondary Schools Special Education (SPED) program % DO 85, s. 2011- Amendment to DepEd Order No. 69, s. 201 1(Guidelines on ‘Sustaining Special Education at the Elementary Level) DO 77, s.2011- Moving the Disability Agenda Forward * DO53, s. 2008- Maximization of Trained Teachers and Administrators in Special Education DO 6, s. 2006- Policies and Guidelines for Special Education at the Secondary Level + DO 11, s. 2000- Recognized Special Education (SPED) Centers in the Philippines + DO 26, s, 1997- Institutionalization of SPED Programs in All Schools % DO I, s. 1997- Organization of a Regional SPED Units and Designation of Regional Supervisor in-charge of Special Education * DO 14, s, 1993- Regional Special Education Council 4 DO87, s. 1992- Utilization of Three Special Education Publications DO 117, s, 1987- Policies and Guidelines for Special Education n sh‘The Individuals with Disabilities Education Act (IDEA) is a federal law that institutes mandates for the Education of youths with disabilities, ranging from birth to 18 years of age. ‘The Individuals with Disabilities Education Act is applicable only to states that accept federal funding for Education. Compliance with IDEA is used as a condition for receiving federal grants and all states accept federal money for Education which means that IDEA is adopted all over the United States. This is called a “spending clause.” The predecessor to the Individuals with Disabilities Education Act Public Law 94-142 or the Education for All Handicapped Children Act extended the right of public Education to disabled students and affirmed their right to equal access and reasonable accommodation of their needs Students are not to be excluded on the basis of disability by their school district, The district must provide special services for the disabled student including a learning environment that is similar to that of the regular student body, The school is responsible for identifying potential special needs students, and anticipate said needs accordingly. Special needs programs must be equipped with adequate materials and specialized teachers who are experienced with disabled children. The school must also maintain a process by which parents can contest the decisions made for their student and ensure that the parents remain important partners throughout the decision making process. The parents could seek redress in court if the need arose, although new provisions in the IDEA limited that option with specialized administrative dispute resolution services. The Education for All Handicapped Children was renamed Individuals with Disabilities Education Act in 1990, with many of the same provisions but some reforms and new mandates that better involve the parents, cut down on potential litigation and make better attempts at keeping a child’s special education nominal and focused on keeping the child in a normal classroom setting. Goal of IDEA: Through reasonable accommodation and specialized, individualized programs for the disabled, IDEA aims to provide children with the knowledge and skills to take care of themselves and seek employment if their condition allows them to do so. To date, six million children receive Education under the IDEA mandate. Prior to Public Law 94-142, only 1 in 5 students received an education. Disability under the Individuals with Disabilities Education Act Disabilities under IDEA do not distinguish between physical and mental impairments and ineludes mental retardation, hearing impairments, blindness, autism, brain injuries and leaming disabilities. The concept of a “zero-reject rule” prevents children from ineligibility, requiring schools to render services even if the student is in a coma, For students to be covered under IDEA provisions, there must be evidence that they not only 2have a disability, but the disability prevents them from learning and participating to the best of their ability in a traditional Obligation of schools under IDEA. Like the preceding Education for All Handicapped Children Act, IDEA requires the school to create an Individualized Education Program to meet the special needs of the student, They are required to transport the student to school and provide that student with at least one free meal during the school day. If school officials suspect a potential problem, they must alert the student's parents and inform them that an evaluation is necessary. The notice for evaluation must be presented in writing and approved by the parents to be formally undertaken. Parents are entitled to a lawyer, social worker or advocate, provided that that individual is knowledgeable in the IEP process and can help guide the parents through the process, The parents may choose to bring doctors that have better knowledge of the child’s condition or another parent that has knowledge of the IEP process. Depending on the state, a team of professionals involving social workers, state specialist and psychologists will collaborate on an evaluation, All of the student’s teachers are required to be at this meeting. One constant will be the presence of the parents who are required by law to be allowed in the process. ‘The goal here is to make the student's school experience as normal as possible and maximize the student’s involvement in regular school activity. Even if the child must be in special Education, the team must make meaningful attempts to have the student interact and participate with non-disabled students. The Least Restrictive Environment rule attempts to maximize the amount of time the student will spend with non-disabled students, outside of special education settings to better adjust and socialize the student. An IEP must consider the student’s present level of academic ability and set goals to improve the student’s academic and functional abilities. The plan must be consistent and conform to regulations that ensure the long term welfare of the student in this process. ‘When the student reaches an appropriate age, the team must have a transition plan for when the student turns 16 and must prepare for post-secondary life. The student may become part of the IEP upon reaching the age of 14 and make decisions regarding the nature and structure of the program. Lastly, the child must receive relevant instruction as part of his or her TEP. Blind children, for example, must receive instruction in braille, so that they may function beyond the school setting when they become adults. A child in an IEP is not evaluated by the traditional academic standards like his or her peers, but by an individualized measurement of progress, reaching specific goals, as set by the TEP team, What is FAPE in relation to the Individuals with Disabilities Education Act? FAPE stands for Free Appropriate Public Education, which is a provision of IDEA that guarantees every child an IEP, a challenging curriculum that benefits the child and individual treatment, rather than decision-making that collectively affects all the special needs children, Other provisions of the Individuals with Disabilities Education Act BIn addition to FAPE and Least Restrictive Environment regulations, IDEA also provides specific guidelines for disciplining special needs students, as they should not always be held to the same standards of behavior as typical students. There is typically a ten-day disciplinary threshold for students. Anytime that threshold is exceeded, there must be a hearing to determine if the child should remain in the school. The “stay put” rule tries to keep the student in his or her school, unless the behavior constitutes a significant danger to others, The IEP committee will also need to discuss the child’s conduet and make adjustments if necessary for the child's behavior, especially if itis directly caused by the disability, ‘The Early Intervention Plan is a new feature introduced by Part C of the IDEA. This part provides care and attention for the needs of disabled infants and toddlers and the formation of an Individualized Family Program to cater to the needs of the child and parents before the child enters public schooling. Rights of the parents In order to ensure that IDEA best serves the interests of the parents and succeeds in providing all children with adequate access to public Education, there are alternate dispute resolution services and safeguards that proclaim the rights of the parents to be involved in decisions about the future and Education of their child. Previously, it had been easier for parents to take school administrators to court over disagreements regarding the child’s Education. Since then, to reduce the burden on the judicial system and maintain the relationship between the school and the parents, there are a number of dispute resolution and medication services available to resolve potential issues, How has IDEA been amended? Since IDEA came into law in 1990, it has received three major re-authorizations. In 1997, IDEA was amended to include children with learning disabilities between the ages of 3 and 9. Part C was also added to provide assistance to the parents of infants and toddlers. The mediation procedures were also added in 1997. The 2004 revision reinforced provisions for disciplining students, revised evaluation requirements for students. with learning disabilities and implemented trial IEP programs in fifteen states. In 2009, 12.2 billion dollars were appropriated by the federal government to cover IDEA provisions over criticism that the program was an “unfunded mandate” that passed strict regulations and requirements on local school officials with providing adequate funding to help them meet the needs of disabled students UNESCO Salamanca Statement This statement calls on the intemational community to endorse the approach of inclusive schools by implementing practical and strategic changes Adopted by the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, 7-10 June 1994). This report from the UN's education agency calls on the intemational community to endorse the approach of inclusive schools by implementing practical and strategic changes. In June 1994 representatives of 92 governments and 25 intemational organisations formed the World Conference on Special Needs Education, held in Salamanca, Spain. They 4agreed a dynamic new Statement on the Education of all disabled children, which called for inclusion to be the norm. In addition, the Conference adopted a new Framework for Action, the guiding principle of which is that ordinary schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. Ail educational policies, says the Framework, should stipulate that disabled children attend the neighbourhood school ‘that would be attended if the child did not have a disability. Education for all ‘The Statement begins with a commitment to Education for All, recognising the necessity and urgency of providing Education for all children, young people and adults ‘within the regular education system.’ It says those children with special educational needs ‘must have access to regular schools’ and adds: Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving Education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-e ffectiveness of the entire education system. Call to governments The World Conference went on to call upon all governments to: + give the ‘highest policy and budgetary priority’ to improve education services so that all children could be included, regardless of differences or difficulties. + ‘adopt as a matter of law or policy the principle of inclusive education and enrol all children in ordinary schools unless thete were compelling reasons for doing otherwise. + develop demonstration projects and encourage exchanges with countries with inclusive schools. ‘+ ensure that organisations of disabled people, along with parents and community bodies, are involved in planning decision-making. * put greater effort into pre-school strategies as well as vocational aspects of inclusive Education + ensure that both initial and in-service teacher training address the provision of inelusive Education Inclusive schooling The Statement also calls on the intemational community to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes. In particular it calls on UNESCO, UNICEF, UNDP and the World Bank for this endorsement. It asks for the United Nations and its specialised agencies to ‘strengthen their inputs for technical co-operation’ and improve their networking for more efficient support to integrated special needs provision. Non-governmental organisations are asked to strengthen their collaboration with official national bodies and become more involved in all aspects of inclusive Education, As the UN agency for Education, UNESCO is asked to: 15+ ensure that special needs education forms part of every discussion dealing with Education for all. + enhance teacher education in this field by getting support from teacher unions and associations. + stimulate the academic community to do more research into inclusive Education and disseminate the findings and the reports + use its funds over the five-year period, 1996--2001, to create an expanded programme for inclusive schools and community support projects, thus enabling the launch of pilot projects. Equalisation of opportunity ‘The Framework for Action says ‘inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights.’ In the field of Education this is, reflected in bringing about a ‘genuine equalisation of opportunity.’ Special needs education incorporates proven methods of teaching from which all children can benefit; it assumes human differences are normal and that learning must be adapted to the needs of the child, rather than the child fitted to the process. The fundamental principle of the inclusive school, it adds, is that all children should learn together, where possible, and that ordinary schools must recognise and respond to the diverse needs of their students, while also having a continuum of support and services to match these needs. Inclusive schools are the ‘most effective’ at building solidarity between children with special needs and their peers. Countries with few or no special schools should establish inclusive — not special - schools, Application 1. What are the important events relevant to the implementation of special Edueation? 2. Create a timeline of the history of SPED in the Philippines. 3. Start clipping documentary stories and articles from newspapers, magazines and internet about people with disabilities who become successful by going to school Reflection What are the legislations that give legal requirements and major tenets of law as defined in IDEA, 2004? Research Research on the current status of special Education in the Philippines Assessment 1, Recognize the contributions of Itard Seguin Montessori Braille John F. Kennedy 16Chapter 2 Introduction to Special and Inclusive Education Introduction Special Education, also called special needs Education, the Education of children who differ socially, mentally, or physically from the average to such an extent that they require modifications of usual school practices. Special Education serves children with emotional, behavioral, or cognitive impairments or with intellectual, hearing, vision, speech, or learning disabilities; gifted children with advanced academic abilities; and children with orthopedic or neurological impairment Inclusive schooling is both a belief and a practice where all children lear in their local schools in classes with students their own age. This encompasses all children students with disabilities, sifted children, children from a wide range of racial and cultural backgrounds, and more. Inclusive schooling is about truly including all children together and effectively supports all leatners, regurdless of ability, tailoring learning to individual requirements and making sure those requirements are met, Inclusive schooling children bring their own unique strengths, experiences and understanding to the classroom, Society is richer when all childrens are valued Learning Outcome At the end of this Chapter, you will be able to: 1. define the meaning of special Education and the categories of children with disabilities 2. explain how special Education enables exceptional children to benefit from the basic education program of the DepEd. Antroduction to Special Education Special Education- defines as individually planned, systematically implemented, and carefully evaluated instruction to help exceptional children achieve the greatest possible self-sufficiency and success and future environments (Heward, 2003) is defined as, * specially designed instruction, provided at no cost to the parents, to meet the unique needs of a child with a disability, including adapting content, teaching ‘methodology and delivery of instruction to meet the appropriate needs of each child. -it broadly identifies the academic, physical, cognitive and social emotional instruction offered to children who are faced with one or more disabilities, -the range og special and Education support will vary based on need and educational jurisdictions. Four Points of View about Special Education(Heward,2003) 1. Special Education is a legislatively-governed enterprise 2. Special Education is a part of country’s educational system 3. Special Education is teaching children with special needs in the least restrictive environment 4. Special Education is purposeful intervention- v7‘Three Steps to Special Education 1, Presreferal- Need intervention in place prior to referral 2, Evauation- A team takes a comprehensive look at the needs of the students 3. Develop and IEP ( Individual Educational Program) Ifeligible, an IEP is developed for that student Exceptionality- an individual or a child who has an exceptionality has some area of functioning. in which he or she is significantly different from an established norm. These includes both students with disabilities and those with special gifts or talents * Learning disabilities © Developmental delays © Emotional and behavioral disorders © Communication disorders © Hearing disabilities © Visual impairments © Physical disabilities Legal Categories for Exceptionalities 1. Autism 8. Orthopedic impairment 2. Deaf-blindness 9. Other health impairment 3. Emotional Disturbance 10. Specific learning disability 4, Intellectual disability 1, Speech or language impairment 5. Heating impaiment 12, Traumatic brain injury 6. Multiple Disabilities 13, Visual impairment 7. Deafness Application 1. Gain firsthand experience about special education programs in the Philippines by doing the following activities: * Ask the special Education about types of exceptionality or disabilities of his/her students, their characteristies and how well they are doing in school © Talk to pupils/students, /introduce yourself, then ask them about their school activities, © Write a brief narrative report on your visit, include the information that you got as; well as your personal feelings about the activity. Assessment 1. Discuss briefly the four points of view of special Education according to Heward? 18INTRODUCTION OF INCLUSIVE EDUCATION Introduction Inclusive Education is seen as a process of addressing and responding to the diversity of needs ofall earners through increasing participation in learning , cultures and communities, and reducing, exclusion within and from Education. It involves changes and modification in the content , approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction of that is the responsibility of he regular system to educate all children. (UNESCO 2005). Learning Outcome At the end of Chapter, you will be able to discuss the definition of inclusive Education and its salient features. Activity: Watch TED talk Disabling Segregation by Dan Habib. The video can be viewed at ‘hupsseuw youtube com/uatch?=izkNSvl bmw Analysis: Afier viewing the video, consider the following questions: 1, How docs inclusive education benefit Samuel? All children? Society as a whole? 2, How docs inclusive Education improve school culture and climate? 3. How does inclusive Education raise expectation and improve belonging? Abstraction ‘The adoption of an Inclusive Education (IE) approach in the heart of the country’s educational system is mandated by the 1987 Philippine Constitution, the Child and Youth Welfare Code (PD. (603), the Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act (RA 7610), the Early Years Act (RA 10410) , the Enhanced Basic Education Act (RA 10533), the Magna Carta for Disabled Persons amended by RA 9442 (RA 7277), and the Policies and Guidelines in Special Education. In the same manner, the country is signatory to international documents adopting IE such as, the UN Conventions on the Rights of the Child (1989), World Dectaration on Education for All (1990), Incheon Strategy t0 make the Rights Real for PWDs in ‘Aisa and Pacific, and the UNESCO Salamanca Statement and Framework for Action on Special Needs Education (1994) At the core of IE is the fundamental human right of the younger generation to Education. Inclusion in Education is viewed as “a dynamic approach of responding positively to pupil diversity and of secing individual differences not as problems, but as opportunities for enriching learning.” (UNESCO, 2005), 19Justifications of Inclusive Education © Educational Point of View + Irrespective of talent, disibility, socio-economic status, culturally origin in supportive mainstream schools and classrooms. = Needs ofall students are met- preparing them for life + Teachers improve their professional skills. + Society takes conscious decisions to operate according to social values. © Sociological Point of View = Our society needs the schools-values like wider social acceptance, peace and cooperation are prevalent + Segregated Education teaches children to be fearful, ignorant and generate prejudices. Only inclusive Education can reduce these aspects and build friendship, respect and understanding (CSIE Report,2002) © Economie Point of View © Out of more than 2 billion disabled people in the world, only 28.2% fom the Philippines. © Inclusive Education is cost-effective in nature( Salamanca Statement, UNESCO, 1994) © Humanitarian Point of | ‘Segregation generates: 7 a feeling of inferiority in espects of child's status in the community which may alfeet his ‘emotional and cognitive development. 7 Lack of confidence, motivation, and positive expectation for achievements are the product of segregated learning environment (Stainback, and Forest, 1989) * Democratic Point of View Y- Ina democratic country the value of equality is most important Y So, to bring disable children in the mainstreaming Education, the fil, ethical and ‘equitable measures need to be takento avoid discrimination. Important characteristics of Inclusive Education + School-wide approach to delivery of supporis and services nota program or place. * All students are valued members of chronologically age-appropriate general education classrooms * No special classroom exists, except for integrated enrichment and supplemental instructional activities for all students * All means all; disability type or severity does not prevent from being included Quality Indicators of Inclusive Education Natural proportion- Any classroom should reflect the natural population of students with disabilities in the school For example, if 11% of the school students have an individual education program (IEP), the principal could expect to see 11% of students with disabilities in a given classroom. An inclusive classroom will not have half of the class made up of students with disabilities in one setting increases the density of need, making the class more like a special education setting and constraining resources to one setting, 20‘Team teaching- Inclusive classroom will often have more than one educator present. This ‘may be one special and one general education teacher who have equitable responsibility for all students. Or it may be another co-teaching configuration so that one teacher provides content instruction and the other provides adaptation. It could also include a general education teacher and a paracducator, with the paraeducator focusing her attention ‘on a few students but assisting all students in the classroom, ‘Community building- Inclusive classroom embrace the idea that people learn in different ‘ways. Teachers on this principle by insuring that students feel connected to one another and to their teachers. Teachers facilitate friendships, disperse students with IEPs around the classroom(rather than sitting together), use cooperative learning strategies, and engage in other activities that build this community of learners, Differentiation — It is clear that learners with different academic, social, and behavioral needs share one learning environment. The content is differentiated so that students work (on similar goals in different ways Students do not leave fo learn- Students do not leave an inclusive classroom to lear, Instead, therapies and services occur within the context of the general education classroom, Engaging instruction-Inclusive classrooms are engaging, active classrooms. Teachers do not Design of Classroom for Inclusive Education Reform: Barriers in Inclusive Educ: Size of class Teaching aids Restriction of time Arrangement of light Attention to physical needs Special attention to disabled children, Curriculum Use of teaching aids Simple curriculum Adequate facilities, Participation in games Co-operative curriculum Providing reading material Participation in co-curricular activities, Multi-level and flexible curriculum ‘Teacher's atitudes Poor quality training Lack of teaching aids and equipments Parents not involved ‘Teachers and schools are not supported Rigid methods, Inaccessible environments jgid curriculum 2© Many drop-outs, many repeaters Strategies Improve Inclusive Education © Mainstreaming © Encourage students + Improve textbooks © Special trainings to teachers ‘© Special care of special children ‘+ Improve methods of teaching * Provision of required resources Inclusive Education for Children and Youth with Disabilities ‘The current status of the Inclusive Education Bill in Senate isin the Committee of Education, ‘Arts and Culture sponsored by the Chairperson himself, Senator Chiz. Escudero, Senate Chiz Escudero gave a sponsorship speech on the floor introducing the first draft of the Inclusive Education Bill. Through further consultations and advocacy campaigning, he will be introducing amendments before the Congress ends. In House of Representatives, the Inclusive Education Bill has not move Forwarded from the Committee of Basic Education and Culture. A bill was consolidated and authored by House Representative Villarica ‘There are 14 million persons with disability (PWD) that comprise 1.57% of the 92.1 million Philippine population (2010 CPH). One of five (20%) PWDs are school-aged children and adolescents aged 5-19 years, of whom children aged 10-144 years (7.2%) constitute the largest proportion across the different age groups. A study commissioned by the Disability Rights Promotion Intemational (DRPD and the ‘National Federation of Organizations of People with Disabilities in the Philippines in 2008 showed. that the rights of @ disproportionate number of PWDs across the country were regularly violated. ‘They face discrimination and other barriers that prevent them from full social participation, immediate access to health services, inclusion inthe educational system, and gainful employment. Numerous research studies showed that social and physical barriers have a huge role in disability making PWDs disabled by society other than by their bodies, thus shifting the view of disability from a “medical model” to a “social model” (WHO, 2011). Consistent evidence, Article | ‘ofthe United Nations Convention on the Rights of Persons with Disabilities (UN CPRD) describes person with disabilities as “those who have long-term physical, mental, intellectual, or sensory impaiments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.” Similarly, the World Health Organization's Intemational Classification of Functioning, Disability, and Health (WHO ICF) defines disability as a “complex, dynamic, multidimensional, and contested.” It “understands functioning and disability as a dynamic interaction between health conditions and contextual factors, both personal and environmental” (WHO, 2011). The ICF adopted the “bio-psycho-social model” representing “a workable compromise between medical and. social models, Disability is the umbrella term for impairments, activity limitations and participation restrictions, referring to the negative aspects of the interaction between an individual (with a health condition) and that individual's contextual factors (environmental and personal factors).” (WHO, 2011) ‘This shift in perspective shaped policy direction globally and in the country. The Philippines, as a member-stato of the United Nations, reaffirmed the world Programme of Action Conceming Disabled Persons in the promotion of full participation and equalisation of opportunities for PWDs. ‘This paved the way for the enactment of Republic Act 7277 or the Philippine Magna Carta for 2