CHAPTER 2 Historical,
Philosophical, Theoretical, and
Legal Foundation of Special and
Inclusive Education.
√ Special education, in which the unique needs and
abilities of learners are considered by designing
specialized instructions; and inclusive education, in
which the educational system caters for all learners
with diverse needs, abilities, and characteristics can
be considered relatively new.
1 Era of Extermination.
PARTS
2 Era of Ridicule.
3 Era of Asylum.
4 Perspective on educability
in the Early Beginnings of
Special Education.
Era of Extermination
√ During the Greek and Roman Era, people held such
negative views about disability that it was regarded as a
punishment from God, something that signifies being bad
or evil.
√ Coupled with the need for military superiority, individuals
with disability were labelled as "defectives" that need to
be eliminated from the society.
√ Thus it was not surprising that there were calls for
infanticide or that a father had the right to terminate their
child's life if he or she happened to be born with a
disability.
Era of Ridicule
√ During the Middle Ages, people lived in rigid caste
systems that discrimination of individuals who were
different from the majority in the society became
apparent.
√ Persons with disability were treated with ridicule in
which they were used as servants or fools: they were
used as clowns, they were mocked for their deformities
and behavior; or may even be ordered to be put to death.
Era of Asylum
√ During the Renaissance Period, the Catholic Church
began accepting persons with disabilities as wards of
state.
√ This was the start of the humane treatment given to
them. They were taken cared for, albeit in isolation.
√ However, the belief that once disabled, always
disabled rendered these individuals as uneducable.
Perspectives on Educability in the
Early Beginnings of Special
Education.
√ Whereas being taken cared for can be considered as
humane treatment for persons with disability, a different
perspective stipulates that without education, there is no
humanity.
√ Thus, to reinforce equal treatment among all humans, one
should have the right to education regardless of his or her
disability.
√ This led some individuals to device ways to deliver
education to those with disabilities, and thus, the start of
the development of special and inclusive education.
1
Pedro Ponce de
Leon (1578)
√ who provided
education to deaf
children from nobility.
2
Abbe Charles
Michel de
l'Epee (1960)
√ who put up an
institute for the deaf.
3
Louis Braille
(1829),
√ who invented the
Braille script to allow
the blind to read.
• The do's and don'ts of being a
special education teacher can
vary depending on the specific
needs of the students you work
with.
Do's:
√ Do establish a positive and inclusive classroom
environment that supports the diverse needs of
your students.
√ Do individualize instruction to meet each student's
unique learning needs and abilities.
√ Do collaborate with other professionals, such as
speech therapists or occupational therapists, to
provide comprehensive support for your students.
Do's:
√ Do communicate regularly and effectively with
parents or guardians to keep them informed
about their child's progress and any concerns.
√ Do stay updated on the latest research,
strategies, and interventions in special education
to continuously improve your practice.
Don'ts:
√ Don't underestimate your students' potential
or limit their opportunities for growth and
success.
√ Don't make assumptions about what a
student can or cannot do based on their
disability.
√ Don't use negative or punitive approaches to
discipline. Instead, focus on positive behavior
supports and strategies.
Don'ts:
√ Don't neglect self-care. It's essential to
prioritize your own well-being to effectively
support your students.
√ Don't be afraid to ask for help or seek
professional development opportunities to
enhance your skills and knowledge in special
education.
