CHAPTER 1- LESSON 1 The Primary/core is the most powerful and sustaining differences.

In the
original model, Loden's presented six primary dimensions: age, ethnicity,
LODEN’S DIVERSITY WHEEL physical abilities/qualities, race, and sexual orientation.

History of Diversity Wheel Secondary dimension defined the other important differences that acquired
In 1990, Marilyn Loden and Judy Rosener developed a framework for later in life. The Secondary dimension Included: educational background,
thinking about the different dimensions of diversity within individuals and income, marital status, work experience, military experience, religion and
institutions. geographic location.
Marilyn Loden was an American writer, management consultant, and
diversity advocate. She was born on July 12, 1946 at Hyde Park, New York, HOW DOES IT WORKS?
United States and died last August 6, 2022 in California, USA.
The diversity wheel gives an overview of the dimensions of diversity that are The wheel is used to initiate conversations about the similarities and
present and active in one’s workplace or environment. differences that cross various dimensions of diversity.

DIFFERENT SECTIONS OF DIVERSITY WHEEL The Four Layers of Diversity Wheel by Gardenswartz and Rowe was
The core dimensions of diversity Secondary Dimensions include: created in 2003 to show the complex factors that influence and develop
wheel include: human unique characters (Washington 2008).

AGE MARITAL STATUS PERSONALITY-Individuals likes and dislikes, values, and beleifs. It
PHYSICAL ABILITY WORK BACKGROUND influences the other Three layers throughout ones life’s time.
GENDER INCOME AND ECONOMIC
STATUS INTERNAL DIMENSION- A physical appearance as it shapes one’s basic
ETHNICITY OR RACE BODY TYPE self-image as well as our fundamental worldview.
SEXUAL ORIENTATION RELIGIOUS BELIEF
Age- refers to an individual’s age or age range.
“[Diversity] means understanding that each individual is unique, and Gender- describes an individual’s identification as male, female or non-
recognizing our individual differences. These can be along the dimensions of binary.
race, ethnicity, gender, sexual orientation, socio-economic status, age,
physical abilities, religious beliefs, political beliefs, or other ideologies.” Office Ethnicity/ Race- relates to an individual’s cultural background, ancestry, and
of Equity and Inclusion Oregon Health Authority racial or ethnic identity.

FOUR TYPES OF DIVERSITY Sexual Orientation- refers to an individual’s romantic or sexual attraction to
 Internal Diversity others.
 External Diversity
 Organizational Diversity Physical Ability- refers to an individual’s capacity to perform task and
 Worldview Diversity activities related to their daily life, work, and leisure.

Dimensions of Diversity Wheel of Loden and Rosener. EXTERNAL DIMENSION- It affects our self-esteem and self-definition on
people (Williams and O’Reilly,1998).
1991, Judy B. Rosener, Ph.D and Marilyn Loden published a book.
Geographic Location- refers to a specific point or area on the Earth's surface Division/Department Unit/Group -
identified by its relative position to other landmarks or regions. is like a smaller team within the larger company. Each one focuses on
specific tasks or goals.
Income - refers to the earnings we receive, our financial worth, and our
position within the structured socio-economic hierarchy. Seniority - refers to the length of time an employee has worked for the
company relative to other employees.
Personal Habits - refers to the routines, behaviors, and practices that
individuals regularly engage in as part of their daily lives. Work location - refers to the physical place where employees perform their
Recreational Habits - are activities or pastimes that individuals engage in job duties. It could be a specific office building, a remote location, a client's
during their leisure time for enjoyment, relaxation, and entertainment. site, or even a virtual workspace.

Religion - is a set of beliefs and practices that help people understand and Union/Political Affiliation - refers to individuals' personal beliefs, associations,
connect with a higher power or spiritual force. or memberships with political parties or ideologies.

Educational Background - refers to a person's history of formal education, Management Status - refers to how high up someone is and how much
including their academic achievements, qualifications, and experiences. authority they have to make decisions and lead others.

Work experience - refers to the practical knowledge, skills, and insights Loden’s Diversity Wheel in Education
gained by an individual through their employment or participation in
professional activities. Loden’s Diversity Wheel in Special Education
It can help meeting education needs of learners with exceptional abilities
Appearance- refers to the outward presentation or physical characteristics of which is part of the development of equitable provision in an inclusive society
a person, object, or place, as perceived by the senses, particularly sight. where individual rights are recognized and protected.

Parental status - refers to whether an individual is a parent or not. It typically The United Nation Charter on the rights of the Child
indicates whether someone has children, either through biological birth, States that all the children have a right to education and as a consequence
adoption, or other means of legal guardianship. the right to make progress, otherwise, there is a denial of child’s rights.

Marital status simply tells whether someone is married, single, divorced, or Lesson 2: Ability (and Disability) as a Dimension of Diversity
widowed. It's a way to describe someone's relationship status. Pre – discussion
Based on the image above, what have you observed? The fingers
ORGANIZATIONAL DIMENSION- A work related factor that focus more on are owned by only one person, right? But still, there are differences
the internal dimension. especially in the sizes. In our fingers alone, we can spot differences, how
-Functional level or classification-refers to the different roles and positions much more if we compare our fingers with the fingers of our family,
people have. It's like a ladder where some people have higher positions with classmates and friends. Surely, we could see many differences.
more responsibilities, like bosses, while others have lower positions, like What have you notice in the picture? Can you spot the differences of
entry-level workers. identical twin? As what you can see even identical twins have individual
differences. Each has its own likes and dislikes, hobbies and talents.
Work Content Field - it is like the different areas of expertise or types of Thus, diversity can be seen even in identical twins. Diversity in the
tasks people do. community is common especially inside the classroom. In the province of
Sultan Kudarat, Isulan SPED center caters diversity of learners with In 2009, she graduated magna cum laude from the De La Salle –
exceptional needs. College of Saint Benilde (CSB) with a degree in Applied Deaf studies.
She earned her MA in Deaf Studies from the Gallaudet University,
What to Expect Washington D.C., one of the world’s most prominent universities in the field
At the end of the lesson, the students can define diversity on their of deaf studies. She is the first Filipino to be sent to Gallaudet University with
own words and can demonstrate gender-cultural- and disability sensitivity in a World Deaf Leadership Scholarship.
the community where they belong. Arce proved that having an impairment in hearing is not a hindrance
for achieving one’s goal and to be successful in your chosen endeavor.
Lesson Outline Ronnel del Rio is a broadcast journalist. He is also blind. A radio
Diversity journalist for almost a decade now, Ronnel first became known in 1996
Diversity is a condition of having or being composed of differing because of his radio program, “Good Morning Southern Luzon.” A voice of
elements especially the inclusion of different types of people (such as people reason and awareness, he discussed national issues as well as issues that
of different races or cultures) in a group or organization (Merriam Webster). the community of PWDs in the Philippines faced. Striving to be a voice for
The concept of diversity encourages acceptance and respect. It the unheard PWDs in the Philippines. Ronnel pushed for accessible services
means understanding that each is unique, and recognizing Individual not only in his area but in the rest of the country.
differences. These can be along the dimensions of race, sexual diversity and His resume is equally impressive. Ronnel is the president of the
orientation, socio-economic status, age, physical abilities, religious beliefs, Philippine Chamber of Massage Industry for Visually Impaired, is part of the
political beliefs, or other ideologies. In an inclusive education, diversity can Philippine Coalition on the United Nations Convention on the Rights of
be clearly notice that is why there is a need of accepting learners with Persons with Disabilities, a board member of the Philippine Mental Health
exceptional needs so that they can feel safe and belongingness being a part Association, president of the Federation of Disabled Persons in Lipa, and is
of a diverse community. the chief executive officer of Punlaka – a PWD advocacy group based in
Dimensions of Diversity Region IV.
Ability is the resources to perform well at something, while disability A man with much vision for everyone, not just his fellow PWDs, he
is the limits or challenges a person faces. Having a variety of talents and also works as a Housing and Homesite Regulatory Affairs Officer for the
limits in a workforce is called ability and disability diversity. government of Batangas. There, he pushed for the Viable Socialized
Further, ability is a positive attribute in any field of human endeavors. Resettlement Program wherein idle land is taken under consideration to
Disability poses a vast array of negativities when it comes to any adventure become housing projects for the underprivileged in Batangas.
in any particular field of human. Learners with exceptional needs are usually Del Rio is also the first blind person to earn a Master’s degree in the
given special treatment and have different curriculum as compared to regular Philippines, having studied Management Technology in De La Salle
learners. In inclusive setting. Teachers prepare a variety of activities suited University in 2003.
to meet individua’ls educational needs in order to help learners especially
learners with exceptional needs achieve their optimum potentials and can be CHAPTER 2-ADDRESSING DIVERSITY THROUGH YEARS; SPECIAL
able to live a normal life. AND INCLUSIVE EDUCATION
The term disability includes learners with an intellectual disability,
physical disability, vision impairment, hearing impairment, language disorder, LESSON 1- THE PHILOSOPHICAL AND THEORETICAL FOUNDATIONS
mental health conditions or autism. Learners with learning difficulties OF SPECIAL NEEDS AND INCLUSIVE EDUCATION
experience difficulties with learning in one or more areas of the curriculum
can. Thus, family members should have access to a range of support Special and inclusive education is a unique cross disciplinary topic that
services in order to achieve quality education. covers many disciplines. It is legal, conceptual, medical, pharmacological,
Inspiring Stories Anna Kristina Arce was deaf when she was born. She neuropsychological, social, behavioral, cognitive, psychotherapeutic,
was awarded class valedictorian at the Philippine School for the Deaf. psycholinguistic, technological and pedagogical foundations.
 agreement with a child's cognitive speed, with minimal outer stimuli from
INFLUENCE OF PSYCHOLOGY TO SPECIAL EDUCATION society, which is known for praising social roles, and wealth. This idea of
teaching children in their own pace set the ground for many educators.
How teachers or parents used the concept of rewards, reinforcement,
schedule of reinforcement, punishment and conditioning are some areas  Special education has its historical roots deeply embedded in the
explored in teaching and learning process. medical model, a domain which focuses on the diagnosis of disease and
not the articulation of degrees of wellness. A look at the pioneers of
Al-Shammari, Faulkner and Forlin (2019), on the theory based special special education in the 20th century reveals a very different list from the
education practices, they examine of behaviorism, cognitivism, and thinkers.
constructivism that are considered to underpin the theory and practice of  This includes eugenicist Henry H. Goddard, who coined the diagnostic
inclusive education. They argued that education practices related to the term "moron" in 1910; neuropathologist Samuel Orton, who, in 1925,
inclusion of students with special educational needs can be derived from asked teachers to refer students to him "who were considered defective
each of the three theoretical perspectives. By adopting an eclectic approach or who were retarded or failing in their school works.
to the use of theory-driven inclusive education, we suggest that inclusive  neuropsychiatrist Alfred A. Strauss, who in the 1940s at Wayne
education practices best serve the needs of all students, including those with County Training School in Michigan worked out the psychopathology of
special needs. "minimal brain injury": and
 psychologists Samuel Kirk and William Cruickshank, who "invented"
LESSON 2: THE HISTORICAL FOUNDATIONS the term "learning disability" in 1963 in a Chicago hotel room. (I heard
Cruickshank say as much in a lecture in Montreal in the mid-1970s,
Historically, the interest to educate Filipino children with disabilities was although apparently Kirk had used the term a year. The development of
expressed more than a century ago. In 1902 during the American regime, special education during those times were more on the stigma brought
the General Superintendent of Education, Mr. Fred Atkinson, reported to by this condition (Armstrong, 2013)
the Secretary of Public Instruction that deaf and blind children were found in  Philippines, the interest to study special education started during the
census of school-aged children in Manila and nearby provinces. He American regime. It was in 1902 when General Superintendent in
proposed that these children be enrolled in school like the other children. Education, Mr. Fred Atkinson made a report to the Secretary of Public
However, it was not until 1907 when the special education program formally Instruction that there were deaf and blind children found in the census in
started in the country. Manila and nearby provinces. He proposed that these children should
also be in school like the other children. Ms. Delight Rice was the first
Historical Perspective of Special Education administration and teacher in special education.

History always has its own significant influence to education. This is also true SUMMARY OF THE SIGNIFICANT EVENTS IN THE HISTORY OF
in Special Education. Internationally, history of special education begins with SPECIAL EDUCATION IN THE PHILIPPINES
the 18th century. Before that time, persons with disabilities were not taken in
consideration, and were often mistaken as being possessed by evil powers, 1902 - The interest to educate Filipino children with disabilities was
cursed, or simply stupid. With the beginning of the 18th century, and also of expressed through Mr. Fred Atkinson, the General Superintendent of
the period known as the Enlightenment, ideas about education started to Education.
arise.
1907-Special Education was formally started in the country by establishing
This period influenced Special Education is many ways. To start, Jean the Insular School for the Deaf and Blind in Manila.
Jacques Rousseau (1712-1778) publishes his Emile, a book about the
education of children. According to Rousseau, learning should happen in
1927- The government established the Welfare Ville Children's Village, a 1975 - The Division of Manila City Schools implemented the Silahis
school for people with mental retardation in Mandaluyong. Concept of Special Education in public elementary schools.

1945 - The National Orthopedic Hospital School for the Crippled 1979- The Bureau of Elementary Education Special Education unit
Children and Youth is established. conducted a two- year nationwide survey if unidentified exceptional children
who were in school.
1949-Quezon City Science High School was inaugurated for gifted
students. 1980- The School for the Crippled Children at the Southern Island Hospital in
City was organized. Cebu
1950-PAD opened a school for the children with hearing impairment
1990- The Philippine institute for the Deaf, an oral school for children
1953 -The Elsie Gaches Village was established in Alabang to take care of with hearing impairment was established.
the abandoned and orphaned children and youth with physical and mental
handicaps. 1992- The summer training for teacher of the visually impaired started at
the Philippine Normal University
1956-Special classes for the deaf in regular class were implemented.
1993-DECS issued Order No. 14 that directed regional officers to organize
1957- The Bureau of Public Schools of the Department of Education the Regional Special Education Council (RESC)
and Culture created the Special Education Section of the Special Subjects
and Service Education. 1995- The summer training for teachers of the hearing impaired was held at
Philippine Normal University
1960-Some private college and universities started to offer special education
courses on graduate school curriculum 1998-DECS order No. 5 "Reclassification of Regular teacher and principal
items to SPED teacher and special school’s principal item"
1963-With the approval of R.A. No. 3562, the training of DEC teacher
scholars for blind children started at the Philippine Normal University. 1999-DECS order no. 33 "Implementation of administrative order no. 101
directing the Department of Public Works and highways, the DECS and the
1965- Marked the start of training programs for school administrators on the CHED to provide architectural facilities or structural feature for disabled
supervision of special classes held at UP person in all state college, universities and other buildings.

1969- Classes for socially maladjusted children were organized at the 2000-DECS Order No. 11, s. 2000-Recognized Special Education (SPED)
Manila Youth Reception Center Centers in the Philippines

1970-Training of teacher for Children with behavior problems started at the 2002 - An ongoing mobile teacher-training program by the Department
University of the Philippines of Education and the University of the Philippines trains regular and special
on how to educate children with special needs. education teachers
1973 - The juvenile and domestic Relations Court of Manila established the
Tahanan Special School for the socially maladjusted children and 2007- Special Education Act of 2007 identifies ten groups of Children with
youth. Special Needs
2009- DepEd under its wing had 217 SPED Centers that cater to the needs  Republic Act No. 3562, "An Act to Promote the Education of the Blind
of children with special abilities. The department issued Braille textbooks to in the Philippines" on June 21, 1963 provided for the formal training of
help especially visually impaired children. special education teachers of blind children at the Philippine Normal
college, the rehabilitation of the Philippine National School for Blind
2010-Special Education Act of 2010, an act establishing at least one (PNSB) and the establishments of the Philippine Printing House for
Special Education center for each school division and at least three Special the Blind.
Education centers in big school divisions for children with special needs,  Republic Act No. 5250, "An Act Establishing a Ten-Year Teacher
guidelines for government financial assistance and other incentives and Training Program for Teachers of Special and Exceptional children" was
support signed into law in 1968. The law provided for the formal training of
teachers for deaf, hard-of-hearing, speech handicapped, socially and
2012-DepEd has increased the funding for its Special Education program emotionally disturbed, mentally retarded and mentally gifted children
and is set to open new centers and youth at the Philippine Normal College and the University of the
Philippines.
2013-DepEd organized a National Conference for SPED Teachers to  1973 constitution of the Philippines, the fundamental law of the land,
sharpen their skills explicitly stated in section 8, Article XV the provision of "a complete,
adequate and Integrated system of education relevant to the goals of
LESSON 3: THE LEGAL BASES OF SPECIAL AND INCLUSIVE national development." The constitutional provision for the universality of
EDUCATION educational opportunities and the education of every citizen as a primary
concern of the government clearly implies the Inclusion of exceptional
Technical Committee on Special Education also proposes the use of the children and youth.
term 'students with additional needs to refer to students with disabilities and  1975 Presidential Decree No. 603, otherwise known as the child and
those are gifted and talented. This is in recognition that all students with or youth welfare Code was enacted. Article 3 on the rights of the
without disabilities have common needs but some of them will have children provides among others that "the emotionally disturbed or
additional needs. socially maladjusted child shall be treated with sympathy and
understanding and shall be given the education and care required by his
Department of Education mandate is "shall protect and promote the rights particular condition." Equally important is Article 74 which provides for
of all citizens to quality education at all levels, and shall take appropriate the creation of special classes. Thus, "where needs warrant, there shall
steps to make such education accessible to all." be at least special classes in every province, and if possible, special
schools for the physically handicapped, the mentally retarded, the
Article 14, Section 1 of the Philippine Constitution emotionally disturbed and the mentally gifted. The private sector shall be
given all the necessary inducement and encouragement."
Special education in the Philippines is anchored on the fundamental legal  1978, Presidential Decree No. 1509 created the National
documents that present a chronology of events on the growth and Commission Concerning Disabled Persons (NCCDP). It was
development of the program. The First legal basis of the care and protection renamed as National Council for the Welfare of Disabled Persons.
of children with disabilities was enacted in 1935. Articles 365 and 259 of (NCWDP).
commonwealth Act No. 3203 asserted "the right of every child to live in  The Education Act of 1982 or Batas Pambansa Bilang 232 states
atmosphere conducive to his physical, moral and intellectual development" that the state shall promote the right of every individual to relevant
and the concomitant duty of the government "to promote the full growth of quality education regardless of sex, age, breed, socioeconomic status,
the faculties of every child." 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 enjoyment of the benefits of education
 by its entire citizen." --- Section 24 "Special Education Service" of the Prevalence refers to the total number of cases of a particular condition,
same law affirms that "the state further recognizes its responsibility to Prevalence is viewed in two ways (Grossman, 1983 cited in Biene- Smith,
provide, within the context of the formal education system services to 2002).
meet special needs of certain clientele. These specific types shall be  Identifiable prevalence refers to the cases that have come in contact
guided by the basic policies of state embodied on General Provision of with some system. The number of children and youth with special needs
this Act which include: (2) "special education, the education of person is derived from the census data.
who are physically, emotionally, socially, culturally different from so-  True prevalence assumes that there are larger number of children and
called 'normal' individuals that they require modification of school youth with special needs who are in school or in a community who have
practices/services to develop to their maximum capacity. not been identified as such and are not in the special education
 1983, Batas Pambansa Bilang 344 was enacted. The Accessibility programs of the Department of Education. Meanwhile, the word
Law, "An Act to Enhance the Mobility of Disabled Person" requires cars, incidence which is considerably synonymous is some context of the
buildings, institutions, establishment and public utilities to install facilities term prevalence, refers to the new numbers of new cases identify within
and other devices for persons with disabilities. a population over a specific period of time.
 1987 Constitution of the Philippines cities the right exceptional
children to education in Article XIV. Section 1 declares that the state LESSON 5: INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL
shall protect and promote the right of all citizens to quality education at NEEDS
all levels and shall take appropriate steps to make such education
accessible to all. Section 2 emphasizes that "the states shall provide The Department of Education envisioned that "Filipinos who passionately
adult citizens, the disable and out-of-school youth with training in civics, love their country and whose values and competencies enable them to
vocational efficiency and other skills. realize their full potential and contribute meaningfully to building the nation.
 In 1989, R.A. No. 6759 was enacted. The Law declared August 1 of As a learner-centered public institution, the Department of Education
each year as "White Cane Safety Day in The Philippines." Blind person continuously improves itself to better serve its stakeholders."
use the cane in travelling.
 1992, R.A. No. 7610 was enacted. The law is "An Act Providing for It is also envisioned that the child with special needs will get full parental and
Strong Deterrence and Special Protection against Child Abuse, community support for his/her education without discrimination of any kind.
Exploitation and Discrimination, Providing Penalties for Its Violation and This special child should also be provided with a healthy environment along
Other Purposes." with leisure and recreation and social security measures
 In the year 2000, Presidential Proclamation No. 361 set new dates for
the National Disability Prevention and Rehabilitation Week Celebration By 2022, we will have a nation-loving and competent lifelong learners able to
on the third week of July every year which shall culminate the birth of respond to challenges and opportunities through the through the delivery of
the Sublime Paralytic Apolinario Mabini. accessible, relevant and liberating K to 12 program by a modern,
 2004, ushered in a landmark legislation spearhead by the Department of professional, pro- quality. active, nimble, trusted and nurturing DepEd
Health. Republic Act No. 9288 otherwise known as "The Newborn
Screening Act of 2004" is based on the premises that a retarded child DepEd Handbook on Inclusive Education 2000
could have been normal. A drop of blood can save the baby from mental
retardation and death. Newborn screening is the very simple test that What is inclusive education?
should be given to the baby twenty-four hours after birth.
Inclusion describes the process by which a school accepts the children with
LESSON 4: PREVALENCE OF CHILDREN AND YOUTH WITH SPECIAL special needs for enrollment in regular classes where they can learn side by
NEED side with their peers.
 The school organizes its special education program and includes a Some of the specialists are:
special education teacher in its faculty. The school provides the  Clinical psychologist. School psychologist. Psychometrician for
mainstream where regular teaches and special education teachers psychological testing.
organize and implement appropriate programs for both special and  Medical doctor and dentist for a general checkup of all children.
regular students.  Ophthalmologist for all children especially those with blindness and low
vision.
What are the salient features of Inclusive education?  Otologist or otolaryngologist for all children especially with hearing
loss, deafness, language and speech disorders.
Inclusion means implementing and maintaining warm and accepting  Neurologist and child psychiatrist for children with mental retardation,
classroom communities that embrace and respect diversity and differences. learning disabilities and emotional-behavioral disorders.
Teachers and student take active steps to understand individual differences  Speech therapist for all children with language and speech problems
and create an atmosphere of respect.  Physical and occupational therapist for all children especially those
with physical Disabilities.
Inclusion implements a multilevel, multimodality curriculum. This means that  Interpreter for the deaf who communicates verbal activities to deaf
special needs students follow an adapted curriculum and use special children through speech reading, sign language and gesture.
devices and materials to learn at a suitable pace.  Orientation and mobility instructor who teaches independent travel
techniques to blind children.
Some collaborative activities that take place in the regular classroom.

 If the class discussing activities on saving the environment, the deaf 2. Assistive devices are specialized instructional and learning materials
student can work on collage of the pictures on the topic. and equipment that enable children with special needs to function efficiently.

 Prompts or cues are added to learning task to assist children with Some of the assistive devices are:
mental retardation in task performance. Prompts can be verbal, visual or
physical. If a student confuses in addition and subtraction symbol, the  For blind students: Braille writer, Braille slate and stylus, Braille books,
teacher might encircle the symbols, make them large and write them in Braille watch, Braille ruler and tape measure, Braille calculator,
red (visual); o remind students --- check each other's wok to see arithmetic slate, omputer with voice synthesizer, embossed materials,
whether its addition or subtraction problems" (verbal); or draw a vo X on manipulative materials. talking books, tape recorder, Braille paper
the arm of the students to signal whether his/her response is correct or  For low vision students: large print book, large print typewriter,
wrong (physical). Inclusion involves parents, families and significant magnifying lenses, grade 1lined paper:
others in planning meaningful ways for students with special needs to  For deaf students: individual hearing aid, sign language book, speech
learn in the regular class with their normal peers. kit, wall mirror, speech trainer, group hearing aid;
 For children with mental retardation: teacher made materials specific
LESSON 6: Support Services for Children with Special Needs to the Individual Education Plan (IEP) on the functional curriculum and
adaptive behavior skills; and
Two types of support services are extended to children with special  For the children with physical disabilities: mobility devices such as
wheel chair, braces and splints; adjustable desk, table and chair,
1. While the SPED program can implement only the screening and informal communication aids for clear speech, adapted computer system.
assessment so that the child can be enrolled in the program as early as
possible, referral services are solicited from medical and clinical specialist Range of special Education Programs and Services
as soon as possible.
1. The Special Education Center is a service delivery system which  Built around the Silahis Concept of Special Education or "rays of the
operates on the "school within a school concept”. sun," fifteen (15) elementary schools have developed mainstream
 The SPED center functions as the base for the special education programs that are supplemented with resources room activities.
programs in a school.
 A SPED principal administers the center following the rules and 4. The special day school serves one or more types of disabilities. The
regulations for a regular school. The special education teaches manage special education classes taught by the trained teachers. Aside from special
special or self-contained classes, assessment, parent education, education, a comprehensive array of services is available or arranged, such
guidance and counseling and advocacy programs to promote the as medical, psychological and social services. Examples of special day
education of children with special needs in regular schools. schools are the Southeast Asian Institute for the Deaf (SAID) and the St.
 The SPED teacher functions both as a teacher and tutor as well as a John Maria Vianney Special School for the Mentally Retarded in Quezon
consulting teacher to the regular school in planning and implementing City.
appropriate for the maximum participation of the special children in the
regular class. 5. The residential school provides both special education and dormitory
services for its students. Complementing the curricular programs are house
2.The special class or self-contained class is the most popular type parent services, diagnostic services, counseling, recreation and social
among the special education programs. activities. The school for guidance and the Deaf and Philippines National
 A special class composed of pupils with the same exceptionality or School for the blind in Pasay City and the Elsie Gaches Village School for
disability. The special education teacher handles the special class in the Children with Mental Retardation in Alabang are example of residential
Special Education Center or resource room. Thus, in public and private Schools
regular schools, there are special classes for children with mental
retardation, giftedness and talent, hearing impairment, visual impairment CHAPTER 3 Basic Concepts and Components of Special and Inclusive
learning, learning disabilities, or behavior problems. Education

3. Integration and mainstreaming programs have allowed children and LESSON 1: MEANING OF SPECIAL EDUCATION AND CATEGORIES OF
youth with disabilities to study in regular classes and learn side by side with CHILDREN WITH SPECIAL NEEDS
their peers for the last forty years.
 Integration is the term used earlier. At the Present, when it is no longer What is Special Education?
unusual to find blind, deaf and even mentally retarded students 1. Current literature defines special education as individually planned
participating in regular activities at certain periods of the school day, the systematically implemented and carefully evaluated instruction to help
preferred term is mainstreaming. exceptional children to achieve the greatest possible personal selfsufficiency
 There are two types of mainstreaming. In partial mainstreaming who success in present and future environments.
have moderate forms of disabilities are mainstreamed in regular classes 2. Special education refers to a range of educational and social services
in subject like Physical Education, Home Technology and Music and provided by the public school system and other educational institutions to
Arts. individuals with disabilities who are between three and 21 years of age.
 In full mainstreaming, the children with disabilities are enrolled in 3. Special education is tailored to meet the needs of students with
regular classes and recite in all the subjects. disabilities. The services and supports one child receives may be very
 A special education teacher assists the regular teacher in teaching the different from what another child receives. It's all about individualization,
children with special needs. What's important is giving kids the resources they need to make progress in
 SPED teacher gives tutorial lessons at the SPED Center or resource school.
room. The best model of mainstream special education program
exemplified the Division of Manila City Schools.
BASIC CONCEPTS OF SPECIAL EDUCATION — In the United States, the  Emotional Disturbance
law on Individuals with disabilities Education Act (IDEA) requires that an  Visual Impairment
individualized education program (IEP) be developed and implemented for  Speech or Language Impairment
every special education student between the ages of 3 and 21.  Orthopedic Impairment
 Hearing Impairment
The basic requirements of IDEA for all IEPs include statements of:  Traumatic Brain Injury
(1) the child's present performance, academic achievement, social  Intellectual Disability
adaptation, prevocational and vocational skills, psychomotor skills, and self-  Multiple Disabilities
skills;  Specific Learning Disability
(2) annual goals describing the educational performance to be achieved by  Other Health Impairment,Including ADHD
the end of each school year.
(3) short-term instructional objectives presented in measurable, intermediate The criteria used for determining whether a child has a specific
steps between the present level of educational performance and annual learning disability includes:
goals:
(4) specific educational services; and  Systematically implemented and evaluated instruction
(5) needed transition services from age 16 or earlier before the students  Personal self-sufficiency
leaves the school setting.  The present environment
 The future environment
The Principles of IDEA and IEP
1. Schools must educate all children with disabilities, regardless of the --- Special education works with the students with the different needs under
nature or severity of the disability the principles and concept of IDEA and IEP that answer the real needs of
2. Schools must use a set of nonbiased methods of evaluation for this kind of learners. It tailors support for individuals with diverse learning
determining if a child has a disability. Testing and evaluation must not needs to ensure their inclusion and success in educational settings.
discriminate based on race, culture, or native language. ---It aims to promote independence, social integration, and academic
3. All children with disabilities must receive a free, appropriate public achievement for all learners, regardless of ability or disability. Emphasizing
education. An IEP must be developed and implemented to meet the needs diversity, equity, and accessibility, fostering a welcoming environment where
of children with disabilities. every student is valued and supported in reaching their full potential.
4. Children with disabilities must be educated with children without
disabilities as much as possible. Students can only be moved to separate
classrooms or schools if they cannot receive an appropriate education in a
general education classroom.
5. Schools must have safeguards in place to protect the rights of children
with disabilities and their parents.
6. Schools must collaborate with parents and students when designing and
implementing special education services.

To qualify, children must fall under one of the 12 disabilities identified

 Autism
 Deafness
 powerful: potent
honor: respect
recognized: overlooked advocate: champion
protected: neglected adhere: stick
capable: incapable established: founded
inclusive: exclusive inaugurated: commenced
adapted: unadapted conducted: carried out
embedded: detached
visible: invisible
equitable: unfair
exceptional: ordinary choose: select (opposite: reject)
influential: insignificant improve: enhance (opposite: worsen)
developed: underdeveloped deal: negotiate (opposite: neglect)
attained: unachieved understand: comprehend (opposite: misunderstand)
focused: unfocused perceived: recognized (opposite: overlooked)
dedicated: undedicated encompassed: included (opposite: excluded)
engaged: disengaged struggled: endeavored (opposite: flourished)
powerful: powerless consequence: outcome (opposite: inconsequence)
honor: dishonor diversity: variety (opposite: uniformity)
advocate: oppose retarded: delayed (opposite: advanced)
adhere: detach juvenile: youthful (opposite: mature)
established: unestablished special: unique (opposite: ordinary)
inaugurated: terminated dynamic: energetic (opposite: static)
conducted: uncontrolled sequential: ordered (opposite: random)
imaginative: creative (opposite: unimaginative)
alternative: different (opposite: conventional)
recognized: acknowledged disorder: chaos (opposite: order)
protected: safeguarded expressed: articulated (opposite: suppressed)
capable: competent
inclusive: all-encompassing
adapted: adjusted
embedded: entrenched
visible: apparent
equitable: fair
exceptional: outstanding
influential: impactful
developed: advanced
attained: achieved
focused: concentrated
dedicated: committed
engaged: involved