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Special Inclusive Education: Historical & Legal Foundations

Here is a 2 minute summary of the 3 eras of special education and their contribution to the development of SPED in the Philippines: The 3 eras of special education are: 1) Greek/Roman era (era of extermination) - Individuals with disabilities were seen as impure and often killed or abandoned. This view influenced the treatment of people with disabilities for many years. 2) Middle ages (era of ridicule) - People with disabilities faced stigma and discrimination. They had little access to education or support. 3) Renaissance era (era of asylum) - People with disabilities began to receive some medical care and be housed in institutions, but they remained separated from society. These early eras

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139 views28 pages

Special Inclusive Education: Historical & Legal Foundations

Here is a 2 minute summary of the 3 eras of special education and their contribution to the development of SPED in the Philippines: The 3 eras of special education are: 1) Greek/Roman era (era of extermination) - Individuals with disabilities were seen as impure and often killed or abandoned. This view influenced the treatment of people with disabilities for many years. 2) Middle ages (era of ridicule) - People with disabilities faced stigma and discrimination. They had little access to education or support. 3) Renaissance era (era of asylum) - People with disabilities began to receive some medical care and be housed in institutions, but they remained separated from society. These early eras

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jayson achumbre
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SPECIAL AND

INCLUSIVE
EDUCATION
Historical & Legal Foundations
History of Special Education……
Topics:
A. Vision, Policy, Goal and Objectives of
Special Education
B. Special Education
C. Meaning of Special Education and
Categories of Children with Special
Needs
Special Education
is the practice of providing
individualized instruction and Inclusive Education
support to students with the practice of educating students
disabilities or learning difficulties. with disabilities alongside their
peers without disabilities. In the
same classroom. It is meant for ALL
learners.

Special and
Inclusive Education:
DEFINITION
While they are two
distinct practices,
that may exist by
themselves, each
practice is stronger
and more effective
when these co-exist
3 Era of
Special
Education
Greek/Roman (Era of Extermination)
During this era, the need for military superiority is paramount.
When someone was disabled due to war(soldiers) in charge by the
city. As a consequence, individuals with disabilities were chained,
left on hills to die, thrown off cliffs, locked away, or drowned. The
Father had the right to terminate the child’s life. Deaf, blind & sick
children had little or no more chance of living.

 Biblically, in the old testament. It stated that God created man in His
own image and likeness. This implied that having a disability is a
symbol of impurity.
Middle Ages (Era of Ridicule).
The time of rigid caste system

Renaissance the Era of the Asylum


After the renaissance is the Period of Educability
which emphasized the Philosophy that “without
education, no humanity”.
First experiences were:

Pedro Ponce de Leon(1578). In Spain, created the first documented


experience about education of deaf children (from nobility).

Abbé Charles Michel de l’Epée (1760) in Paris created the “Institut pour
sourds”(Institute for deaf)

Louis Braille invented “Braille script”(1829).


Then came the pioneers of SPEd

 Jean-Marc Itard(1774 – 1838) French physician and educator:


one of earliest teachers to argue that special teaching methods
could be effective in educating disabled children.

• Edouard Séguin (1812-1880) French psychologist, who studied


with Itard, immigrated to the United States in 1848 and
developed several influential guidelines for educating children
with special needs (ex. Mental retardation).
Then came the pioneers of SPEd

• Maria Montessori (1870-1952) Education is a flow experience;


it builds on the continuing self-construction of the child—daily,
weekly, yearly— for the duration of the program.

• Ovide Decroly (1871-1932) “The school will be located


wherever is the nature, wherever life is, wherever the work
is” In 1901, Decroly founded a school for children with mild
disabilities (behavioral disorders, learning disabilities, light
mental retardation). 
Four periods of Special Needs Education

1. Instruction for pupils with sensory disabilities, many disabled children were
excluded from school

2. Care for the disabled, medical care and rehabilitation. Children segregated into
homogenous groups

3. The principle of normalization and integration

4. Educational equality and equal educational services(Inclusion)


VISION for Learners w/ Special Needs
The Department of Education clearly states its vision for children with special
needs in consonance with the philosophy of inclusive education, thus:

The state, community and family hold a common vision for Filipino child
with special needs. By the 21st century, it is envisioned that he/she could
be adequately provided with basic education. This basic education
should fully realize his/her potentials for development and productivity
as well as being capable of self-expression of his/her rights in society.
More importantly, he/she is God-loving and proud of being a Filipino.
POLICY of Special Education
Policy on inclusive education for all is adopted in the Philippines to
accelerate access to education among children and youth with special
needs.

It 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.” (DepEd handbook on Inclusive Education, 2000)
GOAL of SPEd
GOAL of SPEd
• SPEd programs of the DepEd all over the country is to provide
children with special needs appropriate educational services within the
mainstream of basic education.

• The two-pronged goal includes the development of legislation, human


resource development, family involvement and active participation of
government and non-government organizations.
Objectives of SPEd
Objectives of SPEd
• Provide flexible and individualized support system for children and youth
with special needs in a regular class environment in schools nearest the
student’s home.
• Implement a livelong curriculum to include early intervention and parent
education, basic education and transition programs on vocational training
or preparation for college
• Make available of an array of education programs and services: the SPEd
center built on “a school within a social 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 advantage in far-flung towns, depressed areas
and underserved barangays.
SPEd: R.A. 10533
(Basic Enhanced Education of 2013)

Section 8. “Inclusiveness of Enhanced Basic Education


• Inclusiveness of enhanced basic education shall mean the implementation of
programs designed to address the physical, intellectual, psychosocial, and cultural
needs of learners, which shall include, but shall not be limited to, the following:
8.1 Programs for the Gifted and Talented. Comprehensive programs
for the gifted and talented learners in all levels of basic education.

8.2 Programs for Learners with Disabilities. Comprehensive programs designed for
leaners with disabilities which may be home-school-,center- or, community-based.

8.3 Madrasah Program. Curriculum prescribed by DepEd, in coordination with the


Commission on Muslim Filipinos, for Muslim learners in public and private schools.
8.4 Indigenous Peoples (IP)Education Program. Program supports education
initiatives undertaken through formal, non-formal, and informal modalities with
emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge
Systems and Practices and community history; indigenous languages; Indigenous
Learning System(ILS) and community life cycle-based curriculum and
assessment; educational goals, aspirations, and competencies specific to the
Indigenous Cultural Community (ICC); engagement of elders and other
community members in the teaching-learning process, assessment, and
management of the initiative, recognition and continuing practice of the
community’s ILS; and the rights and responsibilities of ICCs.
8.5 Programs for Learners under Difficult Circumstances. The timely and
responsive programs for learners under difficult circumstances, such as, but not
limited to: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement, or disasters; child abuse and child labor practices.
End…

A new chapter begins after here….


What are the 3 era of special education? How did these
era contributed to the development of SPED in the
Philippines?

• Good for 2 mins

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