Introduction to Special

Education : Nature,
Theories, and Concepts
Presenter:
Mr. Juanito Q. Pineda
MASE 401
August 2017
Al-Khobar, Kingdom of Saudi Arabia

Presented to:
Dr. Lolita Dionisio-Serrano
University of Perpetual Help Dalta (UPHD)
Las Piñas City, Philippines
 Content Outline:
• Definition of Special
Education (SpEd) and SpEd
Related Concepts
• Legal Bases of Special
Education Based on IDEA
2004, ESSA, Magna Carta
RA7277 DECS Order No.
26, S. 1997, and Other
Legislations
• History and Development of
Special Education in Global
and International Setting
Objectives: At the end of the presentation,
you are expected to:
• Define Special Education (SpEd) and
differentiate SpEd Related Concepts
• Explain the Legal Bases of Special Education
Based on IDEA 2004, ESSA, Magna Carta
RA7277 DECS Order No. 26, S. 1997, and
Other Legislations
• Recapitulate the History and Development of
Special Education in Global and International
Setting
Definition of Special Education
and SpEd Related Concepts
 Special
Education is a
broad term
that describes a
wide
variety of
instructional
services that are
based on a
child’s individual
needs.
 According to IDEA* Sec. 200.39, “special
education means specially designed
instruction, at no cost to the parents, to meet
the unique needs of a child with a disability,
including—
instruction conducted in the classroom, in the
home, in hospitals and institutions, and in
other settings; and instruction in physical
education.”

*IDEA- Individuals with Disabilities Education Act

 Special education includes each of the
following:

1) speech-language pathology services,

or any other related service*
2) travel training; and
3) vocational education

*Refer to the next slides.

*Other Related Services:
• speech-language pathology and audiology
services
• interpreting services
• psychological services
• physical and occupational therapy
• recreation
o therapeutic recreation
o early identification
o assessment of disabilities in children
*Other Related Services:
• counseling services
orehabilitation counseling
oorientation
• mobility services
• medical services for diagnostic or evaluation purposes
• health services
• school nurse services
• social work services in schools
• parent counseling and training
 Definition of SpEd Related Concepts
Disability Terms…
• Autism means a developmental disability significantly affecting
verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a child’s
educational performance.
• Deaf-blindness means concomitant hearing and visual
impairments, the combination of which causes such severe
communication and other developmental and educational needs
that they cannot be accommodated in special education programs
solely for children with deafness or children with blindness.
• Deafness means a hearing impairment that is so severe that the
child is impaired in processing linguistic information through
hearing, with or without amplification that adversely affects a
child’s educational performance.
Disability Terms…
• Emotional disturbance means a condition exhibiting one or more of
the following characteristics over a long period of time and to a
marked degree that adversely affects a child’s educational
performance:
o (A) An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
o (B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
o (C) Inappropriate types of behavior or feelings under normal circumstances.
o (D) A general pervasive mood of unhappiness or depression.
o (E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
• Emotional disturbance includes schizophrenia.
 Disability Terms…
• Hearing impairment means an impairment in hearing, whether
permanent or fluctuating, that adversely affects a child’s
educational performance but that is not included under the
definition of deafness in this section.
• Intellectual disability** means significantly subaverage general
intellectual functioning, existing concurrently with deficits in
adaptive behavior and manifested during the developmental
period, that adversely affects a child’s educational performance.
• Multiple disabilities means concomitant impairments (such as
intellectual disability-blindness or intellectual disability-orthopedic
impairment), the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments. Multiple
disabilities does not include deaf-blindness.
**Prior to October 2010, IDEA used the term “mental retardation.” In October 2010, Rosa’s Law was signed into law by President
Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change, only
the term to be used (now “intellectual disability”).
Disability Terms…
• Orthopedic impairment means a severe orthopedic impairment
that adversely affects a child’s educational performance. The term
includes impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone
tuberculosis), and impairments from other causes (e.g., cerebral
palsy, amputations, and fractures or burns that cause
contractures).
• Other health impairment means having limited strength, vitality,
or alertness, including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to the
educational environment, that—
• (i) is due to chronic or acute health problems such as asthma, attention
deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy,
a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia, and Tourette syndrome; and
• (ii) adversely affects a child’s educational performance.
Disability Terms…
• Specific learning disability—Specific learning disability means a
disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental aphasia.
• Disorders not included. Specific learning disability does not include learning
problems that are primarily the result of visual, hearing, or motor disabilities,
of intellectual disability of emotional disturbance, or of environmental,
cultural, or economic disadvantage.

• Speech or language impairment means a communication disorder,

such as stuttering, impaired articulation, a language impairment,
or a voice impairment, that adversely affects a child’s educational
performance.
Disability Terms
• Traumatic brain injury means an acquired injury to the brain
caused by an external physical force, resulting in total or partial
functional disability or psychosocial impairment, or both, that
adversely affects a child’s educational performance. Traumatic
brain injury applies to open or closed head injuries resulting in
impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment;
problem-solving; sensory, perceptual, and motor abilities;
psychosocial behavior; physical functions; information processing;
and speech. Traumatic brain injury does not apply to brain injuries
that are congenital or degenerative, or to brain injuries induced by
birth trauma.
• Visual impairment including blindness means an impairment in
vision that, even with correction, adversely affects a child’s
educational performance. The term includes both partial sight and
blindness.
 IDEA is an acronym for the Individuals with Disabilities
Education Act, USA’s special education law. IDEA was
first passed in 1975, where it was called the Education
for All Handicapped Children’s Act. Every few years, the
law has been revised (a process called reauthorization).

The most current version of IDEA is Public Law 108-

446, passed in 2004 and called the “Individuals with
Disabilities Education Improvement Act of 2004.” It’s still
most commonly referred to as IDEA, or IDEA 2004 (to
distinguish it from other reauthorizations). Final
regulations for IDEA 2004 were published in 2006.
 The Individuals with Disabilities Education Act (IDEA) is a
law that makes available a free appropriate public education
to eligible children with disabilities throughout the nation
and ensures special education and related services to those
children.

The IDEA governs how states and public agencies provide

early intervention, special education, and related services to
more than 6.5 million eligible infants, toddlers, children, and
youth with disabilities.
Under IDEA’s legislation, all states receiving federal
funding must:
• Provide all students with disabilities between the ages of three and 21 with
access to an appropriate and free public education
• Identify, locate and evaluate children labelled with disabilities
• Develop an Individualized Education Program (IEP) for each child
• Educate children with disabilities within their “least restrictive environment.”
This environment is ideally with their typically developing peers, but is
dependent on individual circumstances
• Provide those students enrolled in early-intervention (EI) programs with a
positive and effective transition into an appropriate preschool program
• Provide special education services for those children enrolled in private schools
• Ensure teachers are adequately qualified and certified to teach special
education
• Ensure that children with disabilities are not suspended or expelled at rates
higher than their typically developing peers
 The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10,
2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes
the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national
education law and longstanding commitment to equal opportunity for all students.
The new law builds on key areas of progress in recent years, made possible by the efforts of
educators, communities, parents, and students across the country.
ESSA includes provisions that will help to ensure success for students and schools. Below are
just a few. The law:

• Advances equity by upholding critical protections for America's disadvantaged and high-
need students.

• Requires—for the first time—that all students in America be taught to high academic
standards that will prepare them to succeed in college and careers.

• Ensures that vital information is provided to educators, families, students, and communities
through annual state-wide assessments that measure students' progress toward those high
standards.

• Helps to support and grow local innovations—including evidence-based and place-based

interventions developed by local leaders and educators—consistent with our Investing in
Innovation and Promise Neighborhoods

• Sustains and expands this administration's historic investments in increasing access to high-
quality preschool.

• Maintains an expectation that there will be accountability and action to effect positive
change in our lowest-performing schools, where groups of students are not making progress,
and where graduation rates are low over extended periods of time.
DO 26, s. 1997 - Institutionalization
of SPED Programs in All Schools
 In support to the implementation of the
DO 26, s. 1997

Republic Act 7277 (Magna Carta for Disabled

Persons) and to achieve the target set for the
Asian and Pacific Decade of Disabled Persons
(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
DO 26, s. 1997

access to basic education among children with

special needs, namely, the gifted/talented, the
mentally retarded, the visually impaired, the
hearing impaired, the orthopedically
handicapped, 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 institutionalization of special needs education:
• All divisions shall organize at least one SPED Center which will
cater to children with special needs. Programs 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 in 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 divisions 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.
• 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.
 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 for PWD) Program
DO 98, s. 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. 2011 (Guidelines on
Sustaining Special Education at the Elementary Level)
DO 77, s. 2011 - Moving the Disability Agenda Forward
DO 53, 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 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional
Supervisor In-Charge of Special Education
DO 14, s. 1993 - Regional Special Education Council
DO 87, s. 1992 - Utilization of Three Special Education Publications
DO 117, s. 1987 - Policies and Guidelines for Special Education
 Special
Education
 Prominent Personalities in the Development
of Special Education
• 1775- 1838 : Jean Marc Gaspard Itard

• 1787- 1851 : Thomas Hopkins Gallaudet

• 1801- 1876 : Samuel Gridley Home

• 1802- 1887 : Dorothea Dix

• 1844- 1924 : G. Stanley Hall

• 1866- 1936 : Anne Sullivan Macy

 Timeline of Special Education History
Section 504 of the
Congress adds Title VI to Rehabilitation Act of
the Elementary and 1973 is enacted into
Secondary Education Act statute. This national
of 1965 creating a Bureau law protects qualified
of Education for the individuals from
Handicapped (this bureau discrimination based on
today is called the Office their disability.
of Special Education
Programs or OSEP).

1965 1972 1973 1974

Two significant supreme

court decisions [PARC v.
Pennsylvania (1972) and
Mills v. D.C. Board of The Family Educational
Education (1972)] apply the Rights and Privacy Act
equal protection argument (FERPA) is enacted.
to students with
disabilities.
 Timeline of Special Education History
The Education for All
Handicapped Children
Act (EAHCA) is
The EAHCA is amended
enacted. This was also
with the addition of the
known as P.L. 94-142.
Handicapped Children’s
Today we know this law
Protection Act.
as the Individuals with
Disabilities Education
Act (IDEA).

1975 1977 1986 1990

The final federal The Americans with

regulations of EAHCA Disabilities Act (ADA)
are released. is enacted.
 Timeline of Special Education History

The EAHCA is amended No Child Left Behind is

and is now called the enacted.
Individuals with
Disabilities Education
Act (IDEA).

1990 1997 2001 2004

IDEA reauthorized
IDEA reauthorized
 Impacts of the Historical Events
Section 504 of the
Rehabilitation Act of
Elementary and 1973
Secondary Education Act This national law was
of 1965 enacted with little
Educating students with fanfare. Most educators
disabilities is still NOT mandated were not aware that this
by federal or state law. However,
creation of the Bureau signified applied to public
that a change was on the schools.
horizon.

1965 1972 1973 1974

Family Educational
The courts take the position that Rights and Privacy Act
children with disabilities have an (FERPA)
equal right to access education as Parents are allowed to
their non-disabled peers. Although have access to all
[PARC v. Pennsylvania personally identifiable
there is no existing federal law that
(1972) and Mills v. D.C. information collected,
mandates this stance, some
Board of Education (1972) maintained, or used by
students begin going to school as
a result of these court decisions. a school district
regarding their child.
 Impacts of the Historical Events
Education for All Handicapped
Children Act (EAHCA)
Before 1975, children with
disabilities were mostly denied Handicapped Children’s
an education solely on the basis Protection Act
of their disabilities. EAHCA, This amendment makes
along with some key supreme clear that students and
court cases, mandated all school parents have rights
districts to educate students with under EAHCA (now
disabilities. IDEA) and Section 504.

1975 1977 1986 1990

The final federal

regulations are enacted ADA adopts the Section
at the start of the 1977- 504 regulations as part
1978 school year and of the ADA statute. In
provide a set of rules in turn, numerous “504
Final federal Americans with
which school districts Plans” for individual
regulations of EAHCA must adhere to when Disabilities Act (ADA)
students start to
providing an education become more common
to students with place in school districts.
disabilities.
 Impacts of the Historical Events
This amendment calls for many
changes to the old law. One of the No Child Left Behind
biggest was the addition of This law calls for all
transition services for students students, including
with disabilities. School Districts students with
were now required to look at disabilities, to be
EAHCA with outcomes and assisting students proficient in math and
Disabilities with disabilities in transitioning reading by the year
Education Act from high school to 2014.
(IDEA). postsecondary life.

1990 1997 2001 2004

This amendment calls

for students with IDEA reauthorized
disabilities to be
included in on state and There are several changes from the 1997
district-wide reauthorization. The biggest changes call
IDEA reauthorized assessments. Also, for more accountability at the state and
Regular Education local levels, as more data on outcomes is
Teachers are now required. Another notable change involves
required to be a member school districts providing adequate
of the IEP team. instruction and intervention for students to
help keep them out of special education.
 Final
Thought!
References:
1. Klose, Laurie Mcgarry PHD. Special Education: A Guide for Parents. 1- 4. [Online]
Available:https://webcache.googleusercontent.com/search?q=cache:FhOSaDodb7gJ:https://
www.nasponline.org/Documents/Resources

2. IDEA-Individual with Disabilities Education Act. [Online] [Available] https://sites.ed.gov/idea/about-idea/

3. The History of Special Education [2017]. [Online] [Available] https://teach.com/the-history-of-special-

education/

4. Center for Parent Information and Resources. Key Terms to Know in Special Education [2010] [Online]
[Available] http://www.parentcenterhub.org/keyterms-specialed/

5. DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools[1997]. [Online] [Available]

http://www.deped.Key gov.ph/orders/do-26-s-1997

6. Department Orders [Online] [Available]

http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A735

7. Encyclopedia of Education- Special Education [2002] [Online] [Available].

http://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/special-
education

8. Peterson, John [2007]. A TIMELINE OF SPECIAL EDUCATION HISTORY [Online] Available:

http://www.fortschools.org/m/content.cfm?subpage=62980
Photo Credits:
1. www.slate.com
2. www.sp.depositphotos.com
3. www.google.com/images
 QUINTOS, THEA FELICE T. / BEED 1B

PROMINENT SHORT BACKGROUND SIGNIFICANT

PERSONALITIES IN THE RELEVANT TO SPECIAL CONTRIBUTIONS TO
HISTORY OF SPECIAL EDUCATION SPECIAL EDUCATION
EDUCATION

Jean Marc Gaspard Itard Jean Marc Gaspard Itard Jean Marc Gaspard Itard
was a French physician made signifcant
renowned for his work contributions to deaf
with the deaf and the education. He was
“Wild Boy of Aveyron,” proclaimed the Father of
and he was the frst to Special Education. He
establish a student- failed but he strove to
centered curriculum that teach the “Wild Boy of
focused on the individual Aveyron” through
child. behavior modifcation,
which is considered the
beginning of special
education. Itard also
assisted deaf children in
regaining their hearing.
Despite the fact that his
teaching and experiments
were unsuccessful, he
strove to enhance the
quality of life of these
individuals by attempting
to educate them. His work
took place at a time when
few disabled individuals
were educated.

Thomas Hopkins Gallaudet Thomas Hopkins Gallaudet Thomas Hopkins Gallaudet

is one of the founder of have a signifcant impact
the very frst established on Special Education. The
institution in North Connecticut Asylum for
America for the education the Education and
of the deaf, and he Instruction of Deaf and
operated as its frst Dumb Persons,
principal. In the United established by Thomas
 States, Thomas Gallaudet Hopkins Gallaudet in
was a key advocate for Hartford, Connecticut in
deaf education. This 1817, was the frst
movement would have not permanent school for the
progressed as swiftly deaf. The American School
without his participation. for the Deaf grew out of
His work also contributed this institution. This school
to the development of aided in the provision of
American Sign Language, deaf kids with a quality
which is now extensively education. Students were
used throughout the able to receive a high-
United States and around quality education that met
the world. their needs. This paved
the path for other
impaired students to
obtain individualized
education.

Samuel Gridley Howe Samuel Howe formulated Samuel Howe formulated

the theory of blind the theory of blind
education. He claimed education. He claimed
that blind children could that blind children could
learn just as much as learn just as much as
other children and that other children and that
they should no longer be they should no longer be
condemned to inequality condemned to inequality
or sole targets of pity. His or sole targets of pity. His
concern for the education concern for the education
of disabled children of disabled children
extended beyond the extended beyond the
blind and deaf-blind. He blind and deaf-blind. He
also assisted in the also assisted in the
establishment of schools establishment of schools
for mentally challenged for mentally challenged
and deaf children. Howe is and deaf children. Howe is
rightfully regarded as the rightfully regarded as the
most influential and most influential and
foresighted fgure in the foresighted fgure in the
history of special history of special
education in the United education in the United
States. States.

Dorothea Dix Dorothea Dix was an Dorothea Dix was a prime

American campaigner for motivator behind the
 the mentally ill who establishment or growth
established the frst of more than 30 mental
generation of American health treatment facilities.
mental institutions She was a driving force
through a powerful and behind national and
prolonged lobbying worldwide initiatives that
campaign in state questioned the notion that
legislatures and the US persons with mental
Congress. She was a illnesses couldn’t be
Superintendent of Army assisted or cured. Dix
Nurses during the Civil advocated for broad
War. Dorothea Dix spoke legislative change and
on behalf of institutional procedures in
underprivileged persons support of the mentally ill
with mental illnesses across the United States.
incarcerated in She also had an impact on
Massachusetts’ the construction of
poorhouses, prisons, and hospitals and the training
mental institutions. Dix’s of hospital workers.
attempts to bring
attention to the inhumane
nature of incarceration
resulted in the passing of
legislation that expanded
the state insane institution
in Worcester.

Stanley Hall Granville Stanley Hall was In 1882, Hall was hired as
a pioneering psychologist a lecturer in psychology
and educator in the United and pedagogy at Johns
States. On February 1, Hopkins University, and in
1864, he was born, and on 1884, he was promoted to
April 24, 1924, he died. professor. This
His research focuses on professorship was the
the evolution of the country’s frst in the
human life span and emerging discipline of
evolutionary theory. Hall psychology. Hall was a
served as the frst driving influence behind
president of both the the feld’s organization,
American Psychological focusing on scientifc
Association and Clark approaches and
University. establishing a psychology
laboratory at the
University in 1883. Hall
became the frst president
 of Clark University in
Worcester, Massachusetts,
in 1888. He envisioned
Clark as a major graduate
institution, and he enlisted
the help of several
prominent academics,
including anthropologist
Franz Boas and biologist
C. O Whitman. Hall’s wife
and daughter were
accidentally asphyxiated
in 1890, leaving him to
raise his infant son
alone,4 but during the
next decade he made
some of his most
signifcant contributions to
the fledgling feld of
psychology. He secured
his position as a
prominent educational
reformer by developing
the influential notion of
“genetic psychology,”
which is based on
evolutionary theory.

Anne Sullivan Macy Anne Sullivan Macy’s eyes Anne Sullivan Macy was
were damaged by an the frst teacher to work
infection when she was a with a deaf and blind
child, and she was almost child. She made a
blind. She was compelled signifcant contribution to
to reside in an orphanage blind education. She went
at an early age. Helen from being blind in an
Keller’s mentor was Anne orphanage to becoming a
Sullivan, a well-liked brilliant teacher who
teacher. Anne Sullivan changed the world of blind
was Helen Keller’s teacher education. Sullivan's
when she was a blind, determination may set the
deaf, and mute kid. Anne bar for educators
faced many challenges everywhere. She was not
during her life, but she only a pioneer in the feld
persevered and attained of deaf and blind
her objectives. She was a education, but she
 role model for those with continues to be an
a wide range of inspiration to all teachers
disabilities. She was a working with difcult and
remarkable woman who, challenging students.
throughout her life, never She is a shining example
stopped learning and for teachers who are faced
teaching. Anne’s with the challenge of
dedication and passion for reaching students from
teaching allowed her less-than-ideal
students to achieve their backgrounds on a daily
goals. Anne Sullivan did basis. She is a role model
not let anything stop her for teachers who are
from teaching and unsure of their capacity to
motivating others to teach, as well as students
overcome any hurdles who are unsure of their
they may face in life, own potential to learn.
thanks to her
perseverance, passion,
and intelligence. Anne’s
blindness had no efect on
her ability to achieve her
aim of assisting other
disabled persons in need.
Others were motivated by
Anne’s passion for
education and teaching.
Anne’s accomplishments
served as an inspiration to
all individuals, including
those without disabilities.
Many people praised her
for her courage and
determination. Anne
Sullivan was a hero not
only for conquering her
personal challenges, but
also for her passion and
perseverance as a teacher
of people with disabilities.
 QUINTOS, THEA FELICE T. / BEED 1B

TIMELINE OF SPECIAL EDUCATION HISTORY

YEAR SALIENT POINTS ABOUT

THE HISTORICAL IMPACTS

1965 The Elementary and Secondary Education

Act of 1965 is amended by Congress to
include Title VI, which establishes the
Bureau of Education for the Handicapped
(this bureau today is called the Ofce of
Special Education Programs or OSEP).

It was passed to provide government

general education funds and resources to
ensure that disadvantaged pupils had
access to a high-quality education. With
this law in efect, more families, including
those with disabilities, had access to public
schooling. Not only did this statute assist
people who were poor, but the revisions
that followed it aided states in developing
educational programs for children with
impairments.

1972 Two landmark Supreme Court decisions

[PARC v. Pennsylvania (1972) and Mills v.
D.C. (1973)] have shaped the legal
landscape. The equal protection argument
is used to students with disabilities by the
Board of Education (1972). The D.C.
government was no longer allowed to do
so as a result of this ruling. Individuals who
are “extraordinary” will be denied access
to publicly fnanced educational programs
by the Board of Education. Mills v. Board of
Education of the District of Columbia, in my
opinion, sends a very strong message to
any district in the United States that
excluding, expelling, or suspending any
student without due process is not
 acceptable.

1973 The Rehabilitation Act of 1973, Section

504, is signed into law. This federal
legislation protects qualifed individuals
with disabilities from discrimination.

1974 FERPA (Family Educational Rights and

Privacy Act) is signed into law.

1975 •The Education of All Handicapped

Children Act (PL 94-142) mandated that
children with disabilities receive free,
adequate public education (FAPE) in the
least restrictive environment (LRE).

•The Individuals With Disabilities Education

Act was eventually renamed (IDEA)

•In reaction to PARC v. Pennsylvania

(1972) and other right-to-education
decisions, special education professionals
created the Association of Persons with
Severe Handicaps (TASH).

•This organization advocated for the

abolition of unpleasant behavior
modifcation and the closure of all
residential facilities for disabled
individuals.

1977 EAHCA’s fnal federal regulations have

been published.

1986 The Handicapped Children’s Protection Act

is added to the EAHCA as an amendment.

1990 •Americans with Disabilities Act (ADA)

(signed by George W. Bush)

•Provided people with disabilities with

extensive civil rights protection.
 •Access to public transportation,
communication, and other aspects of
public life must be mandated.

• The Americans with Disabilities Act (ADA)

was the most comprehensive disability
rights legislation ever enacted.

•It required local, state, and federal

governments and programs to be
accessible, as well as businesses with more
than 15 employees to make “reasonable
accommodations” for disabled employees
and public accommodations such as
restaurants and stores to make
“reasonable modifcations” to ensure
access for disabled people.

•The Individuals with Disabilities Education

Act was revised and renamed the
Education for All Handicapped Children Act
(IDEA)

1997 The Individuals with Disabilities Education

Act (IDEA) was passed in 1997. Several
major revisions were made to the
Education for All Handicapped Children’s
Act, which stressed giving all students with
access to the same curriculum and
supporting transition services from high
school to adult living. Allowing kids access
to the same material and putting them in
the least restrictive atmosphere possible
helps to build high expectations with them
while also allowing them to collaborate
with their peers.

2001 The No Child Left Behind (NCLB) Act is

signed into law, requiring ALL kids to be
profcient in reading and arithmetic by
2014.

2004 The IDEA Act of 2004 has been amended.

The IDEA was updated by Congress to
require early intervention for kids,
increased accountability, and improved
educational outcomes, as well as higher
standards for special education teachers.
This amendment is also related to the No
Child Left Behind Act, which ensures that
all kids have a fair, equal, and meaningful
opportunity to receive a high-quality
education.
Quintos, Thea Felice T.
BEED 1B

NAMES DISABILIT CAUSE OF EXTRAORDINAR

Y DISABILITY Y
TALENT

JONATHAN LERMAN Autistic Savant Having an IQ of 53 Artistic ability of

Syndrome drawing charcoal
portrait
Expose into long
silence

STEPHEN WILTSHIRE Autism In born autistic and Ability to draw highly

become mute detailed and incredibly
Mute
accurate portraits

DANIEL TAMMET Epileptic Got the disease Visualizing and calculate

seizures when he was four in his head
years old
Autism
Fast learner in language

KIM PEEK Severe brain It is in born. Aility to read books two

damage pages at once roughly 3
seconds

LESLIE LEMKE Severe birth It is acquired during Can play music using
defects, one’s piano even if he only
 that required birth. heard it once.
the removal of
his eyes
Play Tchaikovsky’s Piano
concerto No. 1.

TONY DEBLOIS Blind and Autism Born premature and Plays 20 different
underweight. Also musical instrument
became blind due of
having too much
oxygen.

JASON PADGETT Savant Trauma or getting He sees the world

Syndrome beaten brutally when overlaid in a complex
he was young. mathematical formulas
and express it through
drawing.

ORLANDO SERRELL Acquired Savant Serrell was struck in Calendar Calculating

Syndrome the left side of the
head by a ball.

ALONZO CLEMONS Severe Head Head injury when he Emotionless and gift of
Injury or was a child. art, can make
Developmental sculptures just by
Disability glancing on an animal

FLO AND KAY LYMAN Autistic Savant Born with disease Calendar calculating,
Syndrome Color clothing
RECENT DEPED ORDERS

 October 21, 2020 DO 033, s. 2020 – Implementing Guidelines on the Release,

Utilization, Monitoring and Reporting of Program Support Funds for Alternative
Learning System for Calendar Year 2020
 October 15, 2020 DO 032, s. 2020 – Guidelines on the Engagement of Services of
Learning Support Aides to Reinforce the Implementation of the Basic Education
Learning Continuity Plan in Time of COVID-19 Pandemic
 October 2, 2020 DO 031, s. 2020 – Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan

RECENT DEPED MEMORANDA

 October 23, 2020 DM 068, s. 2020 – 2020 National Children’s Month Celebration
 October 21, 2020 DM 067, s. 2020 – Guidelines on the Implementation of Alternative
Learning System Programs in Light of the Basic Education Learning Continuity Plan
 October 21, 2020 DM 066, s. 2020 – 2020 Supplementary Guidelines on the Use of the
Indigenous Peoples Education Program Support Fund

K-12 INCLUSIVE EDUCATION

INCLUSIVE EDUCATION: POLICY PERSPECTIVE of K to 12 ‒ realized through learner-

centered and context responsive programs

International Legal and Standard-setting Instruments

1. UN Conventions on the Rights of the Child (1989)

2. World Declaration on Education for All (1990)

3. UNESCO Salamanca Statement and Framework for Action (1994)

4. 2007 UN Declaration on the rights of the Indigenous Peoples 5. The Education 2030
Framework for Action

Philippine Legal Bases for Inclusive Education

1. The 1987 Philippine Constitution (Art.XIV, Sec 1 & 2)

2. RA No. 10533, The Enhance Basic Education Act of 2013
3. RA No.10157, The Kindergarten Education Act
4. RA No. 9155, The Governance of Basic Education Act of 2001
 5. RA No. 8371, The Indigenous Peoples Rights of 1997
6. P.D. 603 - The Child and Youth Welfare Code
7. RA No. 7610 – Special Protection of Children against Child Abuse, Neglect, Cruelty,
Exploitation and Discrimination
8. RA No. 9344, The Juvenile Justice and Welfare Act of 2006
9. RA No. 9442 amending RA No. 7277- The Magna Carta for Disabled Persons
10. RA No. 10665, An Act Establishing the Open High School System in the Philippines
11. RA No. 10361, The Domestic Workers Act or Batas Kasambahay

GUIDING PRINCIPLES IN INCLUSIVE EDUCATION

1. Responsiveness to rights

 realizes DepEd commitments: quality, equitable and culture-based

 Rights-based Approach (RbA)- recognition, promotion and protection

2. Sensitivity and Responsiveness to Context

• recognizing and valuing diversity of learners, schools and communities

3. Inclusion : recognizes and respects learners’ rights - relevant and responsive to their
contexts

• No learner left behind.

TEACHER PROFESSIONAL DEVELOPMENT

All teachers are implementers of inclusive education

All be given continuous capacity development based on Phil. Prof. Standards for
Teachers(August 2017)

Includes Inclusive Education in Teacher Education Programs

Emphasizes stakeholders involvement in the teaching- learning process

 WHEEL OF DIVERSITY

HTTPS://WWW.USYDANTHOLOGY.COM/2019/04/12/LODENS-WHEEL-OF-
DIVERSITY/

update
WHEEL OF DIVERSITY

There is unity in Diversity.

Inner Embedded Sphere

- we are born with

- we don’t have control over it

Outer Sphere

- we may change or we may not change it

- we have control

INNER CIRCLE

ETHNICITY ( Birthplace )

- Ibanag

- Itawes

- Ilocano

For example, in our classroom. We have diferent birthplace. May diversity pero may unity.

RACE

- Even if you drink Glutathione, you are stll a Filipino even if your workmates have diferent races.

GENDER

- kahit nagpa transgender ka, babalik ka parin

- male and female lang ang choices

SEXUAL ORIENTATION

- the way you carry yourself

- kahit magpa boobs ka, lalaki ka pa rin

- stll a male, stll a female

AGE

- You can’t stop countng it

PHYSICAL ABILITY

- Physical structure

- man are stronger than female

- man are more ratonal than of women

- women are emotonal and they use their heart that’s why they are weak

- man think frst and they use their minds in thinking solutons

OUTER SPHERE / OUTER CIRCLE

RELIGION

- we have one God that we adore but we have many religions and diferent practces

- Marriage = 1+1 = 1

- you can defend your own faith

- one author of our life

PERSONAL APPEARANCE

- Kulot, straight, pero stll, we are Filipino

POLITICAL BELIEFS

EDUCATION

MARITAL STATUS

PHYSICAL ABILITY / WORK EXPERIENCE

SPECIAL EDUCATION

- Giving special educaton for students with disabilites

INCLUSION

- Nobody is lef behind

MAINSTREAMING

- choose the learners.

- we select based on their readiness not on age

AREAS

LERNERS

SPECIAL EDUCATION

- Are not actually part of normal classroom setng

INCLUSIVE EDUCATION

- are all at the same age level

- they are at one class regardless of abilites – the one who copes on the actvites.

MAINSTREAMING

- selected learners in the general educaton class

- young and old are allowed

CURRICULUM
SPECIAL EDUCATION

- strengths and needs based and individualized curriculum

- ILP ( Individualized Educatonal Plan )

INCLUSIVE EDUCATION

- General Educaton Curriculum

MAINSTREAMING

- Combinaton of Special Educaton and Inclusive Educaton

ASSESSMENT AND EVALUATION

SPECIAL EDUCATION

- need to know if there is an improvement, if none, it will come back to the ILP or to the Strengths and
needs

- they will give Standardized Assessments to know their weakness.

INCLUSIVE EDUCATION

- norm reference test

- need to evaluate their basic skills – reading, visual, oral skills

- multple choice and open ended

- from the scores, they will determine if they are ready to enter the next level

- cognitve and social development skills

- Academic progress

- NAT ( example )

MAINSTREAMING

- Combinaton between Strengths Based, Standardized and Norm Reference.

GENERAL INFORMATION on INCLUSIVE EDUCATION

- Children with disabilites

- Child Labourers

- Abused children

- Children of Indigenous peoples and Muslim children

- Street Children

( Marginalized sectors)

EDUCATION POLICIES

- The right to educaton is a basic human right.

- All children and youth shall have access to quality educaton.

- Inclusive educaton shall be concerned with all learners, with focus on those who have traditonally
been excluded from educatonal opportunites.

- Support system shall be organized and delivered holistcally.

PUBLIC POLICY SUPPORT on INCLUSIVE EDUCATION

- The 1987 Philippine Consttuton

- P.D. 603 – The Child and Youth Welfare Code

- R.A. 7610 – Special Protecton of Children against Child Abuse, Exploitaton, and Discriminaton Act

- R.A. 7277 – The Magna Carta for Disabled Persons amended by R.A. 9442

- Policies and Guidelines in Special Educaton

1. Art. IV. Sec 2 mandates the state to encourage non-formal, informal, and indigenous learning systems
as well as learning independent and out of school youth study programs and to provide adult citzens,
the disabled, and OSY with training on civics, vocatonal eeciency and other skills.

2. PD 603 ( 1974 ) – Artcle 3 accounts for the rights of the child

3. Art. 1 Secton 2 states that a comprehensive program shall be formulated to protect children against
any form of abuse which endanger child survival and normal development.
4. Provides for the rehabilitaton, self-development and self-reliance of disabled persons and their
integraton into the mainstream of society.

5. Art. 1 Sec 5 states that the ultmate goal of SPED shall be the integraton or mainstreaming or learners
with special needs into the regular school system and eventually into the community.

PHILIPPINES ADOPTS INTERNATIONAL DOCUMENTS ON INCLUSIVE EDUCATION

- UN Conventons on the Rights of the Child ( 1989 )

- World Declaraton on Educaton for All ( 1990 )

- UNESCO Salamanca Statement and Framework Acton ( 1994 )

1. Art. IV. Sec 2 mandates the state to encourage non-formal, informal, and indigenous learning systems
as well as learning independent and out of school youth study programs and to provide adult citzens,
the disabled, and OSY with training on civics, vocatonal eeciency and other skills.

2. PD 603 ( 1974 ) – Artcle 3 accounts for the rights of the child.

3. Provides for the rehabilitaton, self-development and self-reliance of disabled persons and their
integraton into the mainstream of society.

4. Art. 1 Sec 5 states that the ultmate goal of SPED shall be the integraton or mainstreaming or learners
with special needs into the regular school system and eventually into the community.

INCLUSION DEFINED

- Reaching out to all learners.

- Addressing and responding to diversity of needs of all children, youth and adults.

- Involves changes and modifcaton in content, approaches, structures, and strategies.

* A process of strengthening capacity of educaton system to reach out to all learners and key strategy
to achieve EFA

* A process of addressing and responding to diversity of needs of all children, youth, and adults through
increasing partcipaton in learning cultures and communites.
* Involves changes and modifcaton in content, approaches, structures, and strategies, with common
vision that covers all children of appropriate age range and convicton that it is the responsibility of the
regular system to educate all children.

STRATEGIES IN INCLUSIVE EDUCATION for DISADVANTAGED LEARNERS

The program, the curriculum, learning materials, facilites, equipment

CHILDREN WITH DISABILITIES

PROCESS OF INCLUSION

1. Educaton system has full responsibility to ensure right to educaton. ( Assessment, Support
System )

2. It is equipped and ready to handle diversity through:

- Flexible modifed curriculum, teaching and learning methods – Adaptaton, Augmentaton, Alteraton

- Remediaton / enrichment

- Involvement of peers, parents, and the community

2. Flexible teaching methods with Innovatve approaches to teaching aids, and equipment assistve
devices and learning resources.
3. Responsive, child-friendly environment
4. Professional environment working deliberately and actvely to promote Inclusion for all.

 We believe that the educaton system has the full responsibility to ensure right to
educaton. This system should start with assessment of children with disabilites.

 It involves specialists, such as: speech therapist, physical therapist, neurologist, special
educaton and regular teachers, parents, tools: formal and informal and a process of
gathering and synthesizing data and making recommendatons.
  Results of assessment lead to the provision of support services in terms of personnel
and equipment, assistve devices and learning resources. The SPED teachers should be
equipped to handle diversity through fexible modifed curriculum, remediaton and
enrichment and involvement of peers, parents, and the community.

* Modifcaton of curriculum involves:

- Adaptaton, eg: curriculum for learning disability

- Augmentaton, eg: curriculum for the blind, hearing impaired, children with autsm, ADHD, intellectual
disability

- Alteraton for the post elementary or post secondary, eg: transiton, functonal academic.

 Responsive child-friendly school should prevail. It entails a professional environment

where there is collaboraton and team teaching of school staf with actve support from
administrators and supervisors.

PHILIPPINE MODEL OF INCLUSION

1. Partal mainstreaming towards inclusion

- students are educated in regular classes at least half the day

- receive additonal help or specialized services

- pull-out

2. Full mainstreaming or inclusion

- complete regular instructon

- receive all special services

- in general classroom

SUSTAINING PROGRAMS for CHILDREN WITH DISABILITIES

- Establishment of Special Educaton Centers

- Provision of SPED items

- Downloading of funds

SPED centers are organized to facilitate ease of integraton and mainstreaming, and later on inclusion of
children with disabilites in regular schools.

FUNCTIONS OF THE SPED CENTERS:

1. Serve as a resource room for inclusion of children with disabilites.

2. Provide equal opportunites for people with disabilites to partcipate fully in quality educaton.

3. Ensure the total development of people with disabilites to become functonal members of society.

4. Produce instructonal tools, materials, and equipment to enrich instructonal resources.

5. Develop a strong school-community collaboraton to improve the delivery of educatonal services.

SUSTAINING PROGRAMS for CHILDREN WITH DISABILITIES

- conduct of training programs for teachers handling children with various disabilites

- conduct of training for school heads and supervisors

- development of instructonal materials for children with disabilites

- conduct of advocacy strategies like the SPED caravan in regions and divisions without SPED centers or
without SPED programs.

- Implementaton of various interventon programs like Early Interventon, Transiton Program,

Headstart program.

INDIGENOUS PEOPLE’S EDUCATION

POLICY ACTIONS

- To provide access to quality basic educaton

- To ensure the preservaton, recogniton, promoton, and protecton of the rights of indigenous people’s
to ancestral domain cultural identty and heritage
OBJECTIVE

- The Natonal IP Educaton Policy Framework operatonalize in all schools.

INDIGENOUS PEOPLE’S EDUCATION ACTIVITIES

- Launching of the Philippine’s Response to Indigenous Peoples and Muslim Educaton ( PRIME ) – a
facility for Indigenous People and ME

- Conduct of implementaton planning actvites for the natonal and regional clusters

- Celebratng IP month in October

MADRASAH EDUCATION FOR MUSLIM CHILDREN

POLICY ACTION

- To provide access to quality educaton.

- To ensure the preservaton, recogniton, promoton, and protecton of the rights of Muslim learners to
religious dentty and heritage.

OBJECTIVE

- Insttutonalizaton of the Madrasah Educaton Program at all levels in basic educaton

MADRASAH EDUCATION FOR MUSLIM CHILDREN

- Development of Madrasah Curriculum for Kindergarten ( Tahderiyyah )

- Implementaton of the Madrasah Curriculum in the elementary level

- Development of the Curriculum in the secondary level

- Professionalizing the Asatdz through the Accelerated Teacher Educaton Program now on its fourth
cycle

Madrasah Curriculum ofers two specifc areas: namely: ALIVE – Arabic Language and Islamic Values
Educaton
STREET CHILDREN EDUCATION

- enhancing the implementaton of the “Karito” project in partnership with the Dynamic Teen.

- street educator, Efren Penaforida awarded as Hero of the Year.

- conductng stock-taking actvites in selected schools will implement the program.

ALTERNATIVE DELIVERY MODES FOR DISADVANTAGED CHILDREN

- MISOSA ( Modifed In-School and Of-School Approaches for elementary )

- Open High School Program for secondary

* Distance Learning

* Modular Learning

* On-line Learning

* Home-based Learning

Alternatve Delivery Modes

For disadvantaged children who could not go to school regularly.

- Students are provided modules or e-learning.

- Learning is self-paced.

- Learning takes place at home, in school, or in the community with learning facilitators.

- Learning could be accredited through PEPT, A&E ( Accreditaton and Equivalency ) that will identfy the
appropriate grade / year level for easy entry to formal schooling or for certfcaton purposes.
CURRENT ISSUES AND CHALLENGES

- Increasing the holding power of schools over these children.

- Making existng resources and other support systems adaptable and suitable to the needs of inclusive
educaton.

- Mobilizing parents and other duty bearers in supportng inclusive educaton.

- Providing post-school support to fully integrate and enable disadvantaged children to partcipate in
gainful employment or productve work.

SOCIAL BENEFITS

- Creates positve social and attudinal changes in both regular and disadvantaged children such
as:

a. Reducing and eliminatng prejudices against disabled children

b. Improving self-concept or self-esteem

c. Growth in social cogniton

d. Encouraging greater partcipaton in social progress

CHALLENGE

- Inclusion may result in overcrowding lowering of quality of educaton

ECONOMIC BENEFITS

- Leads to higher partcipaton rate, cohort-survival or completon rate

- There is higher simple and functonal literacy rates.

- There is higher employment partcipaton rate.

- Enable children to become independent and productve in later years.

3. The integraton of disadvantaged children into the mainstream productve workforce could bring in
return in the form of wage contributon to the economic output and also the creaton of wealth through
entrepreneural undertaking.

CHALLENGES

- Inclusion educaton entails additonal resources over and above those provided to regular schools.

- Per pupil cost is relatvely higher than the regular pupil.

1. Inclusion educaton involves the provision of special teachers, facilites, modifedd indigenized d
localized d contextualized curriculum and other support systems.

INCLUSION MEANS:

I – Integraton

N – Networking

C – Collaboraton

L – Living, Learning, Loving

U – Utlizing all available resources

S – Support and social services

I – Implementaton of appropriate programs

O – Organizaton of appropriate services

N – Non-stop services to all

 The challenge for educators is to fnd ways of sharing expertse and provide wider educatonal
opportunites for the full implementaton of inclusive educaton.