LESSON 1:DEFINITION, GOALS AND SCOPE SCOPE OF INCLUSIVE EDUCATION

OF SPECIAL AND INCLUSIVE EDUCATION,

INCLUSIVE EDUCATION IN THE 1. Valuing all student and staff equally.
PHILIPPINES
2. Reducing student's exclusion from
What is the definition goals and scope of schools and focusing their increase
special and inclusive education participation
Inclusive education (IE) is a new approach 3. Getting parents to be actively involved in
towards educating the children with their child's education by constantly
disability and learning difficulties wiith that communicating and coordinating he child's
of normal ones within the same classroom. learning activities.
It seems to address the learning needs of all
children with a specific focus on those who 4. Sensitize the abled students about the
are vulnerable to marginalization and problems and hardships faced by their
exclusion. disabled classmates, and helping them
appreciate what they have, which develops
SPECIAL EDUCATION mature Sensibility and outlook towards the
world around them.
Special education is a field of study that
deals with the students who have physical, 5. Teachers in inclusive settings tend to
mental, intellectual, emotional or any kind of develop new skills and well as
disabilities. In other words, it deals with all understanding about the different needs of
type of disabled learners. students.
SCOPE OF SPECIAL EDUCATION 6. Create social acceptance and awareness
regarding inclusive education through
Scope of special education is wider and various awareness programs, which not
ever changing. Following points cover the only encourages people to send their
scope of special education: disabled children to school but also remove
the social stigma around disabilities
1. Various tools and techniques are
developed according to the needs of GOALS OF INCLUSIVE EDUCATION
disabled learners
1. To develop and utilize Individualized
2. It considers all types of children: disabled, Education Programmed (IEP) as a means to
gifted, average, creative, and maladjusted. impart personalized and need based
educational experiences to all students,
3. It allows student to be successful abled or disabled.
inschool and in life.
2. To develop democratic thinking in young
4. It fosters an environment that is more students and make democratization of
welcoming to students with disabilities. education (a vital goal of NPE 1992)
possible.
5. The placement of children in a conducive
environment is comes under the scope of 3. Provide educational opportunities to all
special education. students, irrespective of their backgrounds
and capabilities.
6. It integrates disabled learners into
mainstream education. 4. To provide appropriate vocational
services to students with disabilities and
DEFINING THE SCOPE OF INCLUSIVE direct them to careers suited for them.
EDUCATION
5. To provide Transition Services and
Put simply inclusive education is both an develop a post - secondary school plan for
educational goal and methodology. It seeks each student with disability, so that they can
to identify and dismantle barriers to acquire help and adjust at the higher levels
education for all children so that they have of education.
access to, are present and participate in and
achieve optimal academic and social 6. To provide a coordinated and
outcomes from school. comprehensive instructional program from
kindergarten through high school.
7. Help teachers in identifying the strengths include students with disabilities in their
and weaknesses of students and provide classrooms.
appropriate assistance wherever and
whenever required. The Philippines has also been working
to develop policies that support inclusive
8. To make use of the latest ICT based and education. One such policy is the creation of
non - ICT based teaching learning tools in Special Education (SPED) schools, which
classroom to enhance the learning are designed specifically for students with
capabilities of not just disabled students special needs.
but also fullyabled students as well.
9. Making use of specialized instructors,
medical experts, therapist, support agents LESSON 2: Bases and Policies of Special
and various experts in the process of and Inclusive Education
education.
The objectives of any education system
10. To encourage students with disabilities is one of providing quality education for all
to take up leadership roles and learners, regardless of their educational
responsibilities, making them more level and all learners deserve nothing less
independent and less relian on other's help. than a quality education and training that
would provide them with opportunities for
11. Getting parents to be actively involved in lifelong learning, the world of work and
their child's education by constantly meaningful participation in society as
communicating and coordinating the child's productive eitizens.
learning activities.
For years the traditional education
12. Develop the value of tolerance and system worldwide has provided special
acceptance towards persons who are education and related services to students
different in looks, color, race, gender, with disabilities. As the educational, social,
abilities, etc. political and economie needs of society
underwent rapid change, it became
13. Sensitize the abled students about the increasingly evident that these traditional
problems and hardships faced by their ideas of schools and classrooms were
disabled classmates, and helping them becoming outdated. The effectiveness of
appreciate what they have, which develop current education systems was questioned,
mature sensibility and outlook towards the and as a result thereof, the concept of
world around them. "inclusive school practices" was widely
discussed as a philosophical bases for
14. Teachers in inclusive settings tend to development of one education service
develop new skills and well as delivery system to serve all learners,
understanding about the different needs of
students, thus leading to professional Inclusive education has evolved as a
development. movement that seeks to challenge
exclusionary policies and practices. It can
15. Create social acceptance and be regarded as part of a wider struggle
awareness regarding inclusive education against the violation of human rights, and
through various awareness programs, which unfair diserimination. It seeks to ensure that
not only encourages people to send their social justice in education prevails. It is
disabled children to school but also remove generally agreed that inclusive education
the social stigma around disabilities. has its origins in the human rights
pronouneed in the Universal Declaration of
HOW THE PHILIPPINES IS MOVING Human Rights in 1948
TOWARDS INCLUSIVE EDUCATION
Bases of special and Inclusive Education
The Philippines has been working on
implementing various programs and 1. Commonwealth Act No. 3203
initiatives to support inclusive education.
"The right of every child to live in an
The Philippines has been working atmosphere conclusive to his physical
towards inclusive education by training intellectual development", and the
teachers. The Department of Education concomitant duty of the government to
(DepEd) has been working with the United "promote the f'ull growth of the faculties of
Nations Educational, Scientific and Cultural every child"
Organization (UNESCO) to train teachers to
2. The Declaration of the Rights of the THE STAGES OCCUR IN ORDER AND
Child BUILD UPON ONE ANOTHER.
"The child who is physically, mentally or PIAGETS STAGE OF COGNITIVE
visually handicapped shall be given the DEVELOPMENT
special treatment, education that required
oh his particular condition" 1. SENSORIMOTOR STAGE (AGE 0-2)
3. Republic Act Nos. 3562 and 5250 2. PREOPERATIONAL STAGE (AGES 2-
7)
Act provided that teachers,
administrators, and supervisors of special 3. CONCRETE OPERATIONAL STAGE
education should be trained by the (AGES 7-11)
Department of Education and improvised.
4. FORMAL OPERATIONAL STAGE
4. Presidential Decree No. 603(pd 609) The (AGES 12+)
Child and Youth Welfare Code
SENSORIMOTOR STAGE
Article - Rights of the Child which provides
for the creation of special classes. DURING THIS STAGE, A CHILD USES
SENSORY (SENSATION) AND MOTOR
5. Republie Act 7277 (MOVEMENT) ABILITIES TO EXPERIENCE
AND LEARN ABOUT THE WORLD AROUND
Otherwise known as the Magna Carta THEM.
Disabled Persons affirms the full
participation and total integration of PREOPERATIONAL STAGE
persons with disabilities into the
mainstream of our society. IN THE PREOPERATIONAL STAGE, A
CHILD CONTINUES TO USE MENTAL
REPRESENTATIONS, SUCH AS SYMBOLIC
THOUGHT AND LANGUAGE
LESSON 3: PIAGETS COGNITIVE
DEVELOPMENT CONCRETE OPERATIONAL STAGE
THE THEORY OF JEAN PIAGET THE CONCRETE OPERATIONAL STAGE
MARKS THE END OF EGOCENTRISM. THE
COGNITION REFERS TO THINKING AND CHILD BEGINS TO DEVELOP AN
MEMORY PROCESSES, AND COGNITIVE UNDERSTANDING OF THE OUTSIDE WORLD
AND OTHERS' PERCEPTIONS.
DEVELOPMENT REFERS TO LONG -TERM
CHANGES IN THESE PROCESSES. ONE OF FORMAL OPERATIONAL STAGE
THE MOST WIDELY KNOWN FINALLY, IN THE FORMAL
PERSPECTIVES ABOUT COGNITIVE OPERATIONAL STAGE, ADOLESCENTS
DEVELOP ABSTRACT LOGICAL AND
DEVELOPMENT IS THE COGNITIVE STAGE MORAL REASONING. THEY START TO
THEORY OF A SWISS PSYCHOLOGIST ANALYZE THEIR ENVIRONMENT AND
MOVE BEYOND CONCRETE FACTS. THEY
NAMED JEAN PIAGET. PIAGET CREATED LEARN TO.
AND STUDIED AN ACCOUNT OF HOW
CHILDREN AND YOUTH GRADUALLY
BECOME ABLE TO THINK LOGICALLY AND
SCIENTIFICALLY.

PIAGET'S STAGES OF COGNITIVE

DEVELOPMENT
PIAGET PROPOSED THAT A CHILD'S
COGNITIVE DEVELOPMENT OCCURS IN
FOUR MAJOR STAGES.
LESSON 4: Albert Bandura Social Learning 3) Reproduction - This is the ability to
Theory perform the behavior that the model
has just demonstrated. We see
Social learning theory, Albert Bandura much behavior on a daily basis that
(1977) agrees with the behaviorist learning we would like to be able to imitate
theories of classical conditioning and but that this not always possible.
operant conditioning. However, he adds two
important ideas: 4) Motivation - They will to perform the
behavior. The rewards and
1. Mediating processes occur between punishment that follow a behavior
stimuli & responses. will be considered by the observer.
2. Behavior is learned from the environment Critical Evaluation
through the process of observational
learning. The social learning approach takes
thought processes into account and
Observational Learning acknowledges the role that they play in
deciding if a behavior is to be imitated or
Children observe the people around them not. As such, SLT provides a more
behaving in various ways. comprehensive explanation of human
learning by recognizing the role of
Mediational Processes mediation Al processes
SLT is often described as the ‘bridge’ It is for this reason that Bandura
between traditional learning theory (i.e., modified his theory and in 1986 renamed
behaviorism)and the cognitive approach. his Social Learning Theory, Social Cognitive
Theory (SCT), as a better description of how
Behaviorist Model we learn from our social experiences.

Stimulus Black Box Response LESSON 5: LEV VYGOTSKY' S

SCAFFOLDING
In the Can't be Behavior
Environment study

Cognitive Model

Input Mediational Output

Process
In the Mental Event Behavior
environment

There are four mediational processes

proposed by Bandura:
1) Attention - The extent to which we
are exposed/notice the behavior. For
a behavior to be imitated, it has to What is Vygotsky's scaffolding?
grab our attention.
 Support or Assistance
2) Retention - How well the behavior is
remembered. The behavior may be  Support and Guidance
noticed but is it not always
remembered which obviously  Bridge the gap between
prevents imitation.
LESSON 6: Jean Lave's Situated learning
Introduction Start with a keyword to help you build a
phrase. Your statement should not identify
Situated learning is an instructional any examples from the text (ie, specific
approach developed by Jean Lave and characters/people, settings/places, or plot
Etienne Wenger in the early 1990s, and features/events) but rather focus on the
follows the work of Dewey, Vygotsky, and broader idea about people, society or the
others (Clancey, 1995) who claim that world that the text conveys.
students are more inclined to learn by
actively participating in the learning To be successful, you should be able to use
experience. Situated learning essentially is a the phrase "The text conveys the idea
matter of creating meaning from the real that..." before your theme statement to form
activities of daily living (Stein, 1998, para. 2) a complete sentence
where learning occurs relative to the
teaching environment. The following are Examples
examples of situated learning activities:
Field trips where students actively
Situated learning essentially is a matter of participate in an unfamiliar environment
creating meaning from the real activities of Cooperative education and internship
daily living. experiences in which students are
immersed and physically active in an actual
Summary work environment Music and sports
(physical education) practice which
Situated learning involves students in replicate actual setting of these events, eg,
cooperative activities where they are orchestras, studios, training facilities
challenged to use their critical thinking and Laboratories and child-care centers used as
kinesthetic abilities. classrooms in which students are involved
in activities which replicate actual work
Developing Classroom Activities settings.
Stein (1998) recommends the following
guidelines to develop situated learning
classroom activities: LESSON 7: PHILOSOPHICAL BASES
(Inclusivity & Equality)
"Learning is grounded in the actions of
everyday situations. Knowledge is acquired INCLUSIVITY
situationally and transfers only to similar
situations. • Inclusivity is the idea that all types of
people, for whatever differences, must be
Learning is the result of a social included as much as possible in work and
process. encompassing ways of thinking, other institutions and must be assimilated.
perceiving, problem solving, and interacting It means that whatever benefits afforded to
in addition to declarative and procedural others must be afforded to everyone, and if
knowledge. possible, if ever they are disadvantaged,
society must address that deficiency to
Learning is not separated from the ensure equality.
world of action but exists in robust, complex,
social environments made up of actors, EQUALITY
actions, and situations" (para. 3).
• Equality is not always about treating
Identifying Themes & Ideas everyone the same, it is about treating
people in such a way that the outcome for
As previously mentioned, the easiest way each person can be the same. This means
to start identifying themes and ideas is to putting things in place to support people to
ask: What is the text about? What topics or achieve similar outcomes.
issues does it explore? We might begin by
writing down singular words or short
phrases e.g. war, growing up, homelessness,
bravery or environmentalism.
Then, we need to turn these into statements
that is, we write them as a series of specific
ideas rather than as a single word.