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Study Guide in Prof Ed 105 – Foundations for Special and Inclusive Education Module No. 2

STUDY GUIDE FOR MODULE NO. 2

ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE

EDUCATION
MODULE OVERVIEW

Special education involves delivering and monitoring a specially designed and coordinated set of
comprehensive, research-based instructional and assessment practices and related services to students with
learning, behavioral, emotional, physical, health or sensory disabilities. These instructional practices and
services are tailored to identify and address the individual strengths and challenges of students; to enhance
their educational, social, behavioral and physical development; and to foster equity and access to all aspects
of schooling, the community and society.

Inclusion is a philosophy that brings students, families, educators and community members together to
create schools based on acceptance, belonging and community. Inclusionary schools welcome, acknowledge,
affirm and celebrate the value of all learners by educating them together in high-quality, age-appropriate general
education classrooms in their neighborhood schools.

In these Module, you will learn historical, socio-cultural, philosophical and legal aspects on how special
and inclusive education were addressed and develop through the years.

MODULE LEARNING OBJECTIVES

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

 Discuss the historical, socio-cultural, legal, philosophical and theoretical foundations of special needs
and inclusive education.

LEARNING CONTENTS (HISTORICAL, SOCIO-CULTURAL, AND PHILOSOPHICAL FOUNDATIONS)

Historically, people with disabilities were often placed in hospitals, asylums, or other institutions that
provided little, if any, education.

Era of Extermination
 Disability is a “punishment of the gods”
 Call for infanticide
 Call for Purity of Race

Era of Ridicule
Those with disabilities were:
 Used as servants or fools
 Some were still put to death
 Dwarfs were used as clowns

Era of Asylum
 Catholic Church accepts those with disabilities as wards of state
 Cared in isolation
 No education at first, but humane treatment
 Belief: Once disabled, always disabled

Era of Education
 Need for mass education, literate society and good workers
 Vocational emphasis
 Sheltered workshops emerged

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 Pedro Ponce de Léon (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)

Pioneers in Special Education

 Jean Marc Gaspard Itard (1774-1838)

French physician and educator Jean Marc Gaspard Itard was one of the earliest teachers to
argue that special teaching methods could be effective in educating disabled children.

Five primary goals

 To interest him in social life –try to make his life better than before
 To improve his awareness of environmental stimuli –but the context was controlled
 To extend the range of his ideas (e.g. introduce him to games, culture, etc.)
 To teach him to speak & teach him to communicate by using symbol systems, such as pictures
and written words
 To exercise the operations of his mind upon his physical wants, from simple and proximal to
complex and far

Itard’s results and failures

 Sleeping and eating habits and personal hygiene got more regular and controlled
 Senses of touch and taste became more acute
 Circle of wants increased
 Learned some monosyllabic words
 Learned to sequence objects

 Victor never talked

 He wanted to return to his old life
 Too much exigencies ; lack of emotional attachment
 Maybe Victor maybe had an autistic syndrome or a mental retardation – can also explain the
abandonment

First basis of Special Education needs

 Individualization
 Emotional attachment
 Specific materials
 Structure of contents
 Segregation

 Eduard Seguin (1812-1880)

 In 1848 French psychologist Edouard Séguin, who had studied with Itard, immigrated to the
United States and developed several influential guidelines for educating children with special
needs (ex. Mental retardation).
 Seguin’s education programs stressed the importance of developing independence and self-
reliance in disabled students by presenting them with a combination of physical and
intellectual tasks.

 Developed the physiological method

 Sensory training
 Focused on touch
 Utilization of material

 Motor training
 Age appropriate activities
 Simple to complex
 Functional activities

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 Work and play

 Maria Montessori (1870-1952)

 Montessori education is a flow experience; it builds on the continuing self-construction of the
child—daily, weekly, yearly— for the duration of the program.
 The prepared environments introduce an uninterrupted series of learning passages, a
continuum.
 The "prepared environment" is Maria Montessori's concept that the environment can be
designed to facilitate maximum independent learning and exploration by the child.
 Each material in a Montessori classroom isolates one quality. In this way, the concept that the
child is to discover is isolated.

 Ovide Decroly (1871-1932)

 In 1901, Decroly founded a school for children with mild disabilities (behavioral disorders,
learning disabilities, light mental retardation). He gradually invented his pedagogy.
 In 1907, he founded a school for “ordinary” children with the same pedagogy.

 Decroly’s Four Basis

 The hobbies and interests of the child as a guide to education (4 Centers of needs).
 Globalization means that the child learns globally, without order. It's a complete picture that
we must give the child, then he passes to particularity and analysis.
 The class workshop or class laboratory in which the child lives and works.
 The importance of the natural environment that puts the child in a situation of discovery.

 The 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)

“Classic Special Education” characteristics

 Special settings (segregation, class, resource room, school)
 Special children (types, categorization)
 Special teachers (trained or not, experienced or not)
 Specialists (therapists)
 Special ratio (less student by class, more teachers)
 Special methods/tools (Braille, signs language)
 Special program and goals – integration in social life

“Special segregated settings” advantages

1. Providing people with disabilities a chance "just" successful.
2. Promoting cooperation rather than competition.
3. Learn physical and social skills in an environment that understands and accepts them.
4. Trained staff, equipment and specialized services.
5. Improve the skills that increase participation in more integrative situations
6. Individual attention is easier to obtain.
7. Be able to meet between individuals carrying the same disability.

“Special segregated settings” disadvantages

1. Learn the skills, values, attitudes and behaviors of “the disabled“
2. Reduced expectations of parents, professionals, and children.
3. Opposition to the transfer of skills to specialized – normal settings.
4. Deny the psychological and social benefits resulting from the meeting with disabled children.
5. Based on “normality” and performance. It takes place outside the normal and regular performances.
6. Loss of links with the community and poor preparation for future life.
7. Cost important and lifelong (parents wanted students retained & greater demand for admission of new
cases)

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8. The interactions are mostly with adults and not with other children.

Salamanca Statement
1. Every child has a fundamental right to education.
2. Every child has unique characteristics, interests, abilities and learning needs.
3. Education systems should be designed and educational programs implemented to meet these
diversities among children.
4. Students with special needs must have access to regular schools with adapted education.
5. Regular schools with an inclusive orientation are the most effective means of combating and
preventing discriminatory attitudes and building up an inclusive society

Conceptual pressure

Normalization
 Treating people with disabilities as normally as possible in a “natural environment”.
 Both the means and the ends of education for students with disabilities should be as much like
those for non-disabled students as possible.
 De-institutionalization – a systematic drive to move people out of institutions and back into
closer contact with the community.

Least Restrictive Environment

 To the maximum extent, children with disabilities are to be educated with children who are not
disabled
 Removal may only occur when education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily

Social validation
 Subjective evaluation
 Social comparison

Chronologically age appropriate

 The children with special needs must be with children of the same age

Principles of adaptation
 Adapt only when necessary – to increase a person's participation & success
 Adapt on an individual basis
 View any adaptations as temporary
 Adapt for congruence
 Adapt for availability

Integration
 “Moving them into school/society normally as much as possible ”
 Physical Integration
 Social Integration
 Pedagogical Integration
o Mainstreaming
o Inclusion

Mainstreaming
 Refer to the selective placement of special education students in one or more "regular" education
classes. Proponents of mainstreaming generally assume that a student must "earn" his or her
opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work
assigned by the regular classroom teacher.

Inclusion
 Involves bringing the support services to the child (rather than moving the child to the services) and
requires only that the child will benefit from being in the class (rather than having to keep up with the
other students).
 The fundamental principle is that all children are together as much as possible

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 Everyone is accepted and supported

 Inclusion is a process, not a place, service or setting.

Medical versus Social Disability Model

 In the field of special education, an individual model, sometimes described as ‘medical model’, has
been predominant for some time and, still dominates the conceptualizing of the problems students face
in schools.

Lev Vygotsky (1896 – 1934)

 View of psychology and special education highlights cultural influences on development.

 Vygotsky’s two Strand of Development

1. Biological or natural strand
2. Historical and cultural strand

Thomas Skrtic
 Special educational needs are to some degree related to inflexible school organization and rigid
professional culture and practice in mainstream teaching.
 Special education, that is separating children within ordinary schools or educating them in special
schools, developed in response to a failure of ordinary schools to educate all children.

Talcott Parson’s Structural – Functional Perspective

 Focuses on structure and equilibrium in society and structures are considered to interact with each
other so that each performs some positive function.
 Those who value the structures that exist to help identity, assess and provide for pupils with disability
might point to these as examples of structures performing positive function.

Social Creationism
 Disability is seen as being created as a form of oppression, which would be reduced if society’s
perceptions of disability as a problem were changed and if there was greater acceptance of human
diversity.
 If disability is an aspect of society’s institutional practices, then non-disabled members of society should
contribute, including in material ways, in rectifying or reducing its effects.

Social Constructionism
 Attributes disability/disorder to environmental factors such as the negative attitudes of teachers and
others and the use of inappropriate teaching methods.
 Disability is considered to be largely constructed through the use of labelling and categorization.
 Interactions between a teacher and a child considered to have disability/disorder might be examined in
terms of how these influence the child’s views of himself and his environment.

Bowe’s Six Kinds of Social Barriers

 Architectural
 Attitudinal
 Educational
 Legal
 Occupational
 Personal

Ways to Remove Social Barrier

 Changing the physical environment
 Modifying the way that things are done and the associated social relationships
 Changing attitudes

The attempt to distinguish ‘impairment’ as the physical reality of a condition and ‘disability’ as the social
consequences of the physical impairment.

 Cultural sensitivity is an essential part of working with diverse populations as a professional.

 Cultural perspectives of disability vary based on history, traditions and education.

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 Being aware of the cultural barriers that exist in your working environment, the programs you facilitate
and within your students is essential.
 Learn how to look at your practice with a culturally sensitive perspective to better serve your population
in a welcoming environment.
 The primary aims of educational diversity are to “recognize, foster and develops sensitivity to the needs
of students in various identity categories”.

Children with Disabilities

 Should have the rights as normal do.
 Must NOT be isolated nor be looked down
 Must be treated as persons of dignity
 Needs should be provided

Create and provide a positive environment with individualized programs specifically designed to maximized
all students’ potentials and meet the students’ needs, learning styles, abilities, and goals.

Every child with special needs has right to an education program that is suitable to his needs.

Special education shares with regular education basic responsibilities of the educational system to fulfill
the right of the child to develop to his full potential.

LEARNING ACTIVITY 1

Answer the following questions:

1. If you were able to Time Travel and came to the Era of Extermination where disability were not
accepted, what would you do and how will you do it to help those individuals who are suffering from
discrimination?
2. Make a simple (brief) lesson plan based on your specialization addressing the needs and capabilities
of a blind student. You may choose any topic of your choice. Make a video presentation of yourself
executing or implementing the plan you have prepared.

LEARNING CONTENTS (LEGAL FOUNDATIONS)

Many individuals with disabilities lived in state institutions which met only the essential needs of food, clothing,
and shelter. Students were accommodated; they were not assessed nor educated. Inaccurate tests led to
inappropriately labelling many children with disabilities, resulting in ineffective education as well.

Providing appropriate education to students from diverse cultural, racial, and ethnic backgrounds was especially
challenging, and many parents had no opportunity to be involved in making decisions about the education of
their child.

A number of laws have contributed to providing the range of educational services and opportunities available
to students with disabilities today. It is important for paraprofessionals to be aware of these laws and their
contributions as a part of the constantly changing landscape of special education.

INTERNATIONAL LAWS ON SPECIAL EDUATION

1973 — Section 504 of the Rehabilitation Act

Section 504 is a federal law designed to protect the rights of individuals with disabilities in
programs and activities that receive Federal financial assistance from the U.S. Department of Education
(ED). Section 504 provides: ‘No otherwise qualified individual with a disability in the United States . . .
shall, solely by reason of her or his disability, be excluded from the participation in, be denied the
benefits of, or be subjected to discrimination under any program or activity receiving Federal financial
assistance.

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1974 — Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the
privacy of student education records. The law applies to all schools that receive funds under an
applicable program of the U.S. Department of Education. FERPA gives parents certain rights with
respect to their children's education records. These rights transfer to the student when he or she
reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights
have transferred are "eligible students."

1975 — Education for All Handicapped Children Act

In the Education for All Handicapped Children Act (Public Law 94-142), the Congress found
that the special educational needs of children with disabilities were not being fully met. In response, the
stated purpose of Public Law 94-142 (also referred to as EHA) was “to assure that all handicapped
children have available to them a free appropriate public education which emphasizes special education
and related services designed to meet their unique needs, to assure that the rights of handicapped
children and their parents or guardians are protected, to assist states and localities to provide for the
education of all handicapped children, and to assess and assure the effectiveness of efforts to educate
handicapped children.”

1986 — Education of the Handicapped Act Amendments of 1986

The Education of the Handicapped Act Amendments of 1986 reauthorized the EHA (described
above). It also expanded upon Public Law 94-142 to include infants and toddlers with disabilities. The
law provided for early intervention services for children from birth to age 2 who were:(1) experiencing
delays in cognitive development, physical development, language and speech development,
psychosocial development, or self-help skills, or (2) who had a diagnosed physical or mental condition
which had a high probability of resulting in developmental delay. The law defined early intervention
services (EIS) as meeting the infant or toddler developmental needs in one or more of the areas listed
above.

2001 — No Child Left Behind Act

The No Child Left Behind Act of 2001 (Public Law 107-110) was a reauthorization of the
Elementary and Secondary Education Act of 1965 (ESEA). Title 1 of the NCLB, as it became known, is
“Improving the Academic Achievement of the Disadvantaged.” The purpose of this title is “to ensure
that all children have a fair, equal, and significant opportunity to obtain a high-quality education and
reach, at a minimum, proficiency on challenging state academic achievement standards and state
academic assessments.”

PHILIPPINE LAWS ON SPECIAL EDUCATION

Articles 356 and 259 of Commonwealth Act No. 3203

“The right of every child to live in an atmosphere conducive 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.”

Republic Act No. 3562: “An Act to Promote the Education of the Blind in the Philippines

Provided for the formal training of special education teachers of blind children at the Philippine
Normal College, the rehabilitation of the Philippine Normal School for the Blind (PNSB) and the
establishment of the Philippine Printing House of the Blind.

Republic Act No. 5250: “An Act Establishing a Ten-Year Teacher Training Program for
Teachers of Special and Exceptional Children.”

Provided for the formal training of teachers for deaf, hard-of-hearing, speech handicapped,
socially and emotionally disturbed, mentally retarded and mentally gifted and youth at the Philippine

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Normal College and the University of the Philippines.

Section 8, Article XV of the 1973 Constitution of the Philippines

A complete, adequate and integrated system of education relevant to the goals of national
development.

Article 3 and 74 of the Presidential Decree No. 603 of 1975

The emotionally disturbed or socially maladjusted child shall be treated with sympathy and
understanding and shall be given the education and care required by his particular condition.
Thus, where needs warrant, there shall be at least special classes in every province, and if possible,
special schools for the physically handicapped, the mentally retarded, the emotionally disturbed and
the mentally gifted. The private sector shall be given all the necessary inducement and encouragement.

Presidential Decree No. 1509 of 1978

Created the National Commission Concerning Disabled Persons (NCCDP)

Education Act of 1982 or Batas Pambansa Bilang 232

The State 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 employment of the benefits of education by all its citizens.
Section 24 of BP 232: “Special Education Services”

The State further recognizes its responsibility to provide, within the context of the formal
education system services to meet special needs of certain clientele. These specific types shall be
guided by the basic policies of state embodied on General Provisions of this Act which include the
education of persons who are physically, mentally, emotionally, socially, culturally different from the so-
called normal individuals that they require modification of school practices/services to develop to their
maximum capacity.

Batas Pambansa Bilang 344: “An Act to Enhance the Mobility of Disabled Persons.”

Required cars, buildings, institutions, establishments and public utilities to install facilities and
other devices for persons with disabilities.

Republic Act No. 7277: Magna Carta for Persons with Disabilities

An Act Providing for the Rehabilitation, Self-Development and Self-Reliance of the Disabled
Person and their Integration into the Mainstream of Society and for Other Purposes.

Republic Act No. 9442

An Act Amending Republic Act No. 7277, Otherwise known as the Magna Carta for Persons
with Disability as Amended, and for the Other Purposes’ Granting Additional Privileges and Incentives
and Prohibitions on Verbal, Non-Verbal Ridicule and Vilifications Against Persons with Disability.

Article XIV, Sections 1 and 2 of the 1987 Constitution of the Philippines

The State shall protect and promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all.

The State shall provide adult citizens the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills.

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LEARNING ACTIVITY 2

1. Reflect: Equality before the Law

Article 7 of the Declaration begins: "All are equal before the law..." However, this statement of
principle is not always reflected in practice.
 Are all equal before the law in your community, or are some people treated in different ways?
 What factors might give some people an advantage over others?

2. Draw:
Take index cards, or other pieces of paper. Draw pictures on how will help person’s with disability as
a student. Present it through a recorded video.

SUMMARY

 Practices of the early times along individuals with special needs should be a source of knowledge or
information on how individuals with disabilities or impairment had suffered so that it will not be repeated
at present times.
 Create and provide a positive environment with individualized programs specifically designed
to maximized all students’ potentials and meet the students’ needs, learning styles, abilities, and goals.
 All individual regardless of their disability or impairment should be treated equally.
 Laws are created or enacted in order to protect individual that might suffer from any form of
discrimination.

REFERENCES

1. "A Historical Background of Special Education - International ...."

http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.pdf. Accessed 23 Sep. 2020.

2. "Historical perspectives in Special Education - NIU College of ...."

http://www.cedu.niu.edu/~conderman/240/Historical%20perspectives%20in.ppt. Accessed 23 Sep.
2020.

3. "EARLY YEARS OF SPECIAL EDUCATION - by Ralph Young ...."

https://venngage.net/p/216609/early-years-of-special-education. Accessed 23 Sep. 2020.

4. "The UNESCO Salamanca Statement." 20 May. 2018, http://www.csie.org.uk/inclusion/unesco-

salamanca.shtml. Accessed 23 Sep. 2020.

5. "Social Model of Disability - an overview | ScienceDirect Topics."

https://www.sciencedirect.com/topics/medicine-and-dentistry/social-model-of-disability. Accessed 23
Sep. 2020.

6. "Foundations of Special Education: An Introduction." https://books.google.com/books?id=X6kYYy-

RRQYC&pg=PA64&lpg=PA64&dq=If+disability+is+an+aspect+of+society%E2%80%99s+institutional
+practices,+then+non-
disabled+members+of+society+should+contribute,+including+in+material+ways,+in+rectifying+or+red
ucing+its+effects.&source=bl&ots=WVF8uhR8ip&sig=ACfU3U16G36g9RDZ8t_dARyJGc19Co3D2w&
hl=en. Accessed 23 Sep. 2020.

7. "Section 504, Rehabilitation Act of 1973 | U.S. Department of ...."

https://www.dol.gov/agencies/oasam/centers-offices/civil-rights-center/statutes/section-504-
rehabilitation-act-of-1973. Accessed 23 Sep. 2020.

8. "Family Educational Rights and Privacy Act (FERPA)." 1 Mar. 2018, https://www2.ed.gov/ferpa.
Accessed 23 Sep. 2020.

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9. "Education For All Handicapped Children Act (1975; 94th ...."

https://www.govtrack.us/congress/bills/94/s6. Accessed 23 Sep. 2020.

10. "Education of the Handicapped Amendments of 1986 (1986 ...."

https://www.govtrack.us/congress/bills/99/s2294. Accessed 23 Sep. 2020.

11. "No Child Left Behind Act of 2001 | OSPI." https://www.k12.wa.us/esea/NCLB.aspx. Accessed 23
Sep. 2020.

12. "SirPogi - LEGAL BASIS OF SPECIAL EDUCATION IN THE ...." 23 Jul. 2020,
https://www.facebook.com/386712591512368/posts/legal-basis-of-special-education-in-the-
philippinesarticles-356-and-259-of-commo/565717000278592/. Accessed 23 Sep. 2020.

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