SAINT JOSEPH COLLEGE OF

SINDANGAN INCORPORATED
College Department

LEARNING MODULE

FOUNDATION OF SPECIAL &

INCLUSIVE EDUCATION
(Midterm)

LEARNER’S INFORMATION

Name:_____________________________________________________________________
Course/Year Level:___________________________________________________________
School Year/Semester:________________________________________________________
Teacher:___________________________________________________________________

1
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 1
Activity Title: Children with Special Needs: Special Education & Inclusive Education

Learning Target/s: At the end of the lesson the students CAN:

 differentiate special and inclusive education
 determine the merits and demerits of special and inclusive education
References:
 https://www.slideshare.net/Naseeranoushad/children-with-special-needs-71453706

Values: Respect and appreciate differences

I. Essential Ideas

Inclusive education - is providing education to specially abled

students along with normal students and by providing facilities and
normal atmosphere as given to the normal students

MERITS OF INCLUSIVE EDUCATION

 Creates confidence in differently abled children

Inclusive education helps to realize one’s own importance in the society. Differently abled
children see themselves as a part of this society and they have their own capacities. It helps
to overcome inferiority complex.
 Creates ability to follow social rules and regulations
By mingling with the normal students differently abled children gets opportunities for
knowing some rules and regulations that should follow in a society. i.e, it helps to learn
some social manners.
 Helps to develop their abilities
By mingling with normal students, differently abled children develop their own abilities and
capacities. Inclusive education provides them to involve in all activities like a normal child
 Creates empathy or positive attitude towards differently abled children in the minds of
normal pupil
By giving education for differently abled children along with normal students, normal
students get a lot of experiences with them and they get opportunities to interact with them.
By mingling with such students they have empathy and sympathy towards them.

Some other merits of inclusive education are:

- Students can be integrated socially with their peers.

- They can create long-lasting friendships that would not be otherwise possible. These
friendships can give them the skills to navigate social relationships later on life.

2
 Specific attention can’t be
given to each type of
disability

Demerits of inclusive
Tendency of ridiculing and Curriculum is not on the
insulting by the normal education
basis of interests of
students differently abled children

Absence of specially trained Differently abled children

teachers and learning are unable to follow strict
materials time schedule

Special Education – is providing education for specially abled students in

an exclusive manner.

A special school is a school catering for students who have special

educational needs due to severe learning difficulties, physical disabilities or
behavioural problems.

MERITS OF SPECIAL EDUCATION:

 Specific attention can be given to each type of disability i.e, in special schools, specific
human and material resources are there to provide education on the basis of disability
 Curriculum can be designed on the basis of disabilities of the students
  There would be less ridiculing or mocking by other students
 Time schedule can be decided on the basis of disability
 In special schools, there is specially trained teachers

Special schools make students It destroys the confidence of

away from the normal school. the children as well as
Such schools force students to parents. Students remain
live in unreal world dependent forever. Some
students may remain not
self-reliant

Demerits of
inclusive education
Students can’t get
Normal students see them as opportunities with normal
disabled or rare creatures ones so the process of
socialization does not occurs

3
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 1

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences
A. Clarifying Understanding
Direction: Using your own understanding, differentiate Special Education from Inclusive Education.
Special Education Inclusive Education

B. Processing Questions
 Is a child’s learning environment affects his/her performance in school? How?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

 What usually are the instances being encountered by a student with learning disability in
school?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Lifelong Learning
Answer briefly.
1. As a future educator, which of the two learning systems mentioned above is the most
effective for a child with learning disability? Why do you think so?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________

Prepared by:

4
 ANALIZA O. MAGALLANES
Instructor

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 2
Activity Title: Historical Milestone of Special Education in the Philippines

Learning Target/s: At the end of the lesson the students CAN:

 determine the importance of knowing the history of Special education
 summarize the history of Special Education in the country

References:
 https://lorainelorente.wixsite.com/specialeducation/brief-history

Values: Love of Fellowmen, Appreciate Diversity

I. Essential Ideas

1902 - The interest to educate Filipino children with

disabilities was expressed through Mr. Fred Atkinson, the
General Superintendent of Education.
1907 - Special Education was formally started in the
country by establishing the Insular School for the Deaf and
Blind in Manila.
1927 - The government established the Welfareville
Children’s Village, a school for people with mental
retardation in Mandaluyong.
1945 - The National Orthopedic Hospital School for the
Crippled Children and Youth is established.
1949 - Quezon City Science High School was inaugurated for gifted students.
1950 - PAD opened a school for the children with hearing impairment
1953 - The Elsie Gaches Village was established in Alabang to take care of the
abandoned and orphaned children and youth with physical and mental handicaps.
1956 - Special classes for the deaf in regular class were implemented.
1957 - The Bureau of Public Schools of the Department of Education and Culture created
the Special Education Section of the Special Subjects and Service Education.
1960 - Some private college and universities started to offer special education courses on
graduate school curriculum
1963 - With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.
1965 - Marked the start of training programs for school administrators on the supervision
of special classes held at UP
1969 - Classes for socially maladjusted children were organized at the manila Youth
Reception Center
1970 - Training of teacher for Children with behavior problems started at the University of

5
 the Philippines
1973 - The juvenile and domestic
Relations Court of Manila established
the Tahanan Special School for the
socially maladjusted children and
youth.
1975 - The Division of Manila City
Schools implemented the Silahis
Concept of Special Education in
public elementary schools.
1979 - The Bureau of Elementary
Education Special Education unit
conducted a two-year nationwide survey if unidentified exceptional children who were in school.
1980 - The School for the Crippled Children at the Southern Island Hospital in Cebu City
was organized.
1990 - The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established.
1992 - The summer training for teacher of the visually impaired started at the Philippine
Normal University
1993 - DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)
1995 - The summer training for teachers of the hearing impaired was held at Philippine
Normal University
1998 - DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED
teacher and special schools principal item"
1999 - DECS order n o. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature for disabled persons in all state college,
universities and other buildings
2000 - DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in
the Philippines
2002 - An ongoing mobile teacher–training program by the Department of Education and
the University of the Philippines trains regular and special education teachers on how to
educate children with special needs.
2007- Special Education Act of 2007 identifies ten groups of Children with Special Needs
2009 - DepEd under its wing had 217 SPED Centers that cater to the needs of children
with special abilities. The department issued Braille textbooks to help especially
visually impaired children.
2010 - Special Education Act of 2010, An act establishing at least one Special Education
center for each school division and at least three Special Education centers in big
school divisions for children with special needs, guidelines for government financial
assistance and other incentives and support
2012 - DepEd has increased the funding for its Special Education program and is set to
open new centers
2013 - DepEd organized a National Conference for SPED Teachers to sharpen their skills.

6
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 2

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences
A. Clarifying Understanding
Write a short summary about the History of Special Education of the Philippines. You may express
your answer through a non-linguistic summary by using figures, drawings or any creative
illustration.

B. Processing Questions

1. Is knowing the History of Special Education important? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________

2. What are the significant events that have shaped the history of special education in
the last century?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________

7
C. Lifelong Learning

1. How was the pace of the development of Special Education for the past years based on
history? How about today?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________
_________________________________________________________________________________

Prepared by:

ANALIZA O. MAGALLANES
Instructor

8
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 3
Activity Title: The Legal Bases of Special Education

Learning Target/s: At the end of the lesson the students CAN:

 identify the legal bases of Special Education
 appreciate the importance of the Legal Bases of Special Education
References:
 https://vdocuments.mx/the-legal-bases-of-special-education.html

Values: Love of Fellowmen, Appreciate Diversity& Equality

I. Essential Ideas

THE LEGAL BASES OF SPECIAL EDUCATION

Chronology of Events on the Growth and Development Special Education

1935 Articles 356 and 259 Commonwealth Act No. 303

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.

1963 Republic Act No. 3562

An act to promote the Education of the blind in the Philippines

1968 Republic Act No. 5250

An act establishing a ten year teacher training program for teachers of special and
exceptional children

1973 The Philippine Constitution Section 8 Article XV

The provision of a complete, adequate, and integrated system of education relevant to the
goals of national development.

1975 Welfare Code

Article 3 on the Rights of the Child: 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.

9
 Article 74 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.

1978 Presidential Decree No. 1509 created the National Commission Concerning
Disabled persons (NCCDP). It was renamed as National Council for the Welfare of Disabled
Persons (NCWDP)

1982 The Education Act 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 quality of success to
education as well as enjoyment of the benefits of education by all its citizens.

1982 Section 24
Special Education Service of the same law affirms that 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; special education, 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 an d services to develop to
their maximum capacity.

1983 Batas Pambansa Bilang 344.The Accessibility Law

An act to enhance the mobility of disabled persons.

1987 The Philippine Constitution Article IV

Section 1 – The State shall promote the right of all citizens to quality education at all levels
and shall take appropriate steps to make such education accessible to all.
Section 2 – The state shall provide adult citizens, the disabled and out-of-school youth with
training in civics, vocational efficiency and other skills.

1989 Republic Act No. 6759 White Cane Safety Day in the Philippines

1992 Republic Act No. 7610

An Act providing for the Strong Deterrence and Special Protection Against Child Abuse,
Exploitation and Discrimination, Providing Penalties for Its Violation and Other Purposes
1997 Institutionalization of SPED Programs in All Schools

2000 Presidential Proclamation No. 361 National Disability Prevention and

Rehabilitation Week Celebration of July

Republic Act No. 988. The New Born Screening act

2004

10
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 3

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences

A. Clarifying Understanding
Identify the correct answer. Write your answer on the line provided before each number.
___________ 1. "Children" refers to person below eighteen (18) years of age or those over but are
unable to fully take care of themselves or protect themselves from abuse, neglect, cruelty,
exploitation or discrimination because of a physical or mental disability or condition;
___________ 2. A law that creates the Philippine National School for the Blind.
___________ 3. An Act to Enhance the Mobility of Disabled Persons by Requiring Certain
Buildings, Institutions, Establishments and Public Utilities to install Facilities and Other Devices.
_____________ 4. Created the national commission concerning disabled persons and for other
purposes.
_____________ 5. The right to form, establish, join and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and physical growth and
development, or to form, establish, join and maintain organizations and societies for purposes not
contrary to law.

B. Processing Questions

1. Why is it important to understand the legal bases of Special education?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

2. How does the department of education sustain its special education programs in the
country?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

11
C. Lifelong Learning
1. What is the importance of legislation in the development and sustenance of special
education programs?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What is the importance of legislation in the development and sustenance of special
________________________________________________________________________________________
education programs?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________

________________________________________________________________________________
_______________________________________________________________________________

Prepared by:

ANALIZA O. MAGALLANES
Instructor

12
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 4
Activity Title: The Development of Welfare and Education for Children with Mental
Retardation towards Inclusion: The Philippine Experience
Learning Target/s: At the end of the lesson the students CAN:
 show openness and acceptance with the children with special needs
 propose ways on how to promote the welfare and education of the children
with learning disabilities
References:
 http://www.jldd.jp/gtid/acmr_17/pdf/3-Inclision.pdf

Values: Love of Fellowmen, Accepting differences

I. Essential Ideas
The need to provide for the welfare and education of children with mental retardation and
other disabilities take on a sense of urgency as evidenced by an increasing public awareness and
concern for them. This development may be attributed to the strong advocacy role assumed by the
parents and to the several laws enacted in the last decades. Vital among such legislations is the
Presidential Decree No. 603 of 1974, The Child and Youth Welfare Code. This Decree codifies
responsibilities of children below 21 and of parents, as well as substantive and procedural
provisions for children with respect to the home, the community, education, and the state.

The observance of Asian Pacific Decade of Disabled Persons (1992-2002) further raised
public awareness regarding children with disabilities that eventually resulted in propelling both the
government and non-government organizations into actions. The Convention on the Rights of
Children (CPC V and VI) provided clear directions supporting more politically appropriate
programs on welfare and education paving the way for inclusion.

Special Education in the Philippines

Special education started in the Philippines in 1907 with the establishment of the Insular
School for the Deaf and the Blind, a residential school located in Pasay City, Metro Manila by M.
Delia Delight Rice, an American educator. This was later reorganized in 1970 into two separate
government special schools: the Philippine National School for the Blind and the Philippine School
for the Deaf. Other government and private special schools based on categorical disabilities were
also set up. Special schools were first set up for people with: mental retardation and physical
disabilities in 1927, cerebral palsy in 1953, and behavior problems and chronic illness in 1962.
Such schools were few and private special schools were economically not accessible to many
people with disabilities. Moreover, there was some social stigma attached to attending special rather
than regular schools.

In 1956, a more formal training of teachers for children with mental retardation, hearing
impairment and visual impairment was offered at Baguio Vacation Normal School.

Growing social concern for the welfare and integration of people with disabilities voiced by
parents and advocates including legislations led to the enactment of Republic Act 5250 which
established a 10-year training programs for teachers in 1968 and led to the admission of children
13
with disabilities into regular public schools. However, without appropriate school and parental
support, these children had difficulty coping with the regular classes and soon dropped out of
school.

SPED Programs

Educational services for children with special needs (CSNs) come in several forms. These include:

 Resource room plan

Under this scheme, the child is enrolled in the regular school program but goes to a resource room
to use the specialized equipment either in a tutorial situation or in a small group. The resource room
teacher functions both as an instructor and as a consultant. The usual procedure is for the trained
resource room teacher to serve the area of exceptionality. However, occasionally, in small
communities, necessity may dictate that the resource room teacher serves children with a variety of
learning disabilities.

 Itinerant teacher plan

Under this plan, an itinerant or traveling teacher serves one or more regular schools depending on
how many pupils need special help. The teacher gives direct and consultative services to children
and in addition, observes, diagnoses, makes referrals and evaluates performance.

 Special class plan (Self-contained with provision for mainstreaming)

This plan is aimed at children with more severe problems which make it difficult for them to
learn in a regular classroom setting. At times, they may be with their normal peers, but are usually
not in an academic situation.

 Special education center

This adopts the “school-within-a-school” concept. The Center is administered by a principal

and operated according to the rules and regulations that govern a regular school. The Center
functions as a Resource Center to support children with special needs in regular schools, assists in
the conduct of school-based INSET, produces appropriate teaching materials, and conducts
continuous assessment of CSNs.

 Special day school

This type of school serves specific types of children with moderate to severe disabilities. A
comprehensive array of medical, psychological and social assessment and the presence of a trained
special educator are services that this school offers.

 Hospital instruction

This type of instruction is for the severely emotionally disturbed, the profoundly retarded who
are bed-bound, the crippled, those with chronic and/or serious health disabilities, and recovering
patients. Services include both bedside tutoring and group instructions. When a patient has
recovered and returned home, he/she is enrolled in a regular school.

 Community-based delivery system

CBDS is for children with special needs who reside in distant communities and cannot avail
themselves of existing special education programs. They are reached by teachers, para-teachers or
volunteers who were trained to teach the basic 3 Rs and self-help activities to prepare them for
useful and independent living.

14
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 4

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences
A. Clarifying Understanding
Recall and write short vignettes about persons with disabilities you know, have met or heard about.
How did they overcome their disabilities?

B. Processing Questions

1. How does education for the children with special needs implemented in your municipality?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

2. What persons with disabilities can do despite their handicaps?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

15
C. Lifelong Learning

1. If you are a teacher of the children with learning disabilities, how will you promote the
welfare and education for children with mental retardation towards inclusion?

REFLECTION:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

Prepared by:

ANALIZA O. MAGALLANES
Instructor

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

16
 National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 5
Activity Title: What is Inclusive Education?
Learning Target/s: At the end of the lesson the students CAN:
 define inclusive education
 state some benefits of inclusive education for students with learning
disabilities
References:
 https://amityglobalschoolnoida.wordpress.com/2017/01/30/inclusive-education/
 https://www.slideshare.net/carlosarayas/inclusive-education-ppp

Values: Love and care for oneself, Love of Fellowmen

I. Essential Ideas
Inclusive Education is providing education to
specially abled students along with normal students and
by providing facilities and normal atmosphere as given
to the normal students. It is about embracing all,
making a commitment to do whatever it takes to
provide each student in our class a right to belong, not
to be excluded.

Inclusive Education is an approach to educate

all students with special educational needs. All students
are welcomed by neighborhood schools in age-
appropriate, regular classes and are supported to learn, contribute and participate in all aspects of
the life of the school. Inclusive education values diversity, the unique contributions for each student
bring them to the classroom. The school staffs have the training, support, flexibility, and resources
to nurture, encourage, and respond to the needs of all students.

The journey to becoming an Inclusive School may be long and challenging, but ultimately
this journey can strengthen school communities and benefit all children.  “Inclusion” does not
simply mean the placement of students with disabilities in general education classes, it is a way to
involve disabled children with other children. Such effective models of inclusive education not only
benefit students with disabilities but also create an environment in which every student, including
those who do not have disabilities, has the opportunity to flourish. Inclusion include common
classroom activities, studies, co-curricular activities, competitions, celebrations etc.

The purpose of education is to ensure that all students gain access to knowledge, skills, and
information that will prepare them to contribute to different communities and workplaces.  The
central purpose becomes more challenging as schools accommodate students with increasingly
diverse backgrounds and abilities. As we strive to meet these challenges, the involvement and
cooperation of schools, teachers, parents and community is vital for the creation of better and more
inclusive schools. Inclusive education has
been found to have equal or better outcomes
for all children – not just for children who
experience disability. This includes better
academic and social outcomes.

Benefits of Inclusive Education

includes developing individual strengths and
17
gifts, with high and appropriate expectations for each child, working on individual goals while
participating in the life of the classroom with other students their own age, involve their parents in
their education and in the activities of their local schools, foster a school culture of respect and
belonging. Inclusive education provides opportunities to learn about and accept individual
differences, lessening the impact of harassment and bullying, developing friendships with a wide
variety of other children, each with their own individual needs and abilities. Effectively, inclusive
education provides a nurturing venue where teaching and learning should occur despite pros and
cons. It is evident that students with disabilities benefit more in an inclusive atmosphere because
they can receive help from their peers with diverse abilities and they compete at the same level due
to equal opportunities given.

An inclusive classroom is a supportive, caring learning community in which every student

feels accepted

Full inclusion is…

 Believing that all children can learn
 Welcoming all children and their unique gifts
 Addressing each child’s educational needs
 Good for all children
 A collaborative way to teach and learn
 A right of all children regardless of their disability

Goals of Inclusion
 Better Instruction
 More time on task
 Fewer interruptions
 Closer monitoring
 Higher self-esteem
 Sense of belonging
 More risk taking
 Fewer labels

Benefits of Inclusion
Students with disabilities have the opportunity for:
 experiencing full citizenship in school and the community
 forming a wide circle of friends
 experiencing academic challenges
 enjoying the satisfaction of achievements
 learning to rely more on friends than teachers
 taking new risks
 finding they can master activities they may not have tried in specialized classes

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 5
Name: ______________________________________ Date: ______________________

18
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences
A. Clarifying Understanding
______ 1. Inclusion in education refers to a model wherein students with special needs spend most
or all of their time with non-special needs students.
______ 2. Inclusive education means that all children are educated in regular classrooms.
______ 3. Inclusive practice can be defined as attitudes and methods that ensure all learners can
access mainstream education.
______ 4. Inclusive education provides students with identified disabilities specialized instruction
designed to meet their unique learning needs.
______ 5. Inclusive education means that all children - no matter who they are - can learn together
in the same school.
B. Processing Questions

1. What are the benefits of inclusive education for students with learning disabilities?

2. How does inclusive education promote successful learning?

C. Lifelong Learning
1. Is it possible to meet the needs of gifted students in the regular education (inclusion) classroom?
Why or why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Prepared by:
ANALIZA O. MAGALLANES
Instructor

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

19
 LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 6
Activity Title: General information on inclusive education

Learning Target/s: At the end of the lesson the students CAN:

 promote and uphold the rights of children to education
References:
 https://slideplayer.com/slide/5720392/
 https://www.unicef.org/philippines/child-protection
Values: Fairness & Equality,

I. Essential Ideas
GENERAL INFORMATION on INCLUSIVE EDUCATION

 Children with disabilities

 Child labourers
 Children of Indigenous peoples and Muslim children
 Abused children
 Street children

Children with disabilities

 Children with disabilities who are in school are

about 101, 762.
 Children with disabilities are still combating
educational exclusion
 97.3 % of them are still unreached.
 About 5,916 are mainstreamed in regular classes
Children of Indigenous peoples and Muslim children

 Children of Indigenous peoples number about million across

the country.
 These are spread in seven ethnographic areas with 117
ethno-linguistic groups.
 Those in the elementary schools total 639, 483 while 158,
550 are in the secondary schools.
 140,570 Muslim elementary and secondary pupils are attending ALIVE (Arabic
Language and Islamic Values Education) in public schools

Policy actions:

To provide access to quality basic education

To ensure the preservation, recognition, promotion and protection of the rights of indigenous
peoples to ancestral domain, cultural identity and heritage

Objective:
The National IP Education Policy
Framework operationalized in all schools

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Indigenous Peoples Education Activities
- Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education
(PRIME)- a facility for IP and ME
- Conduct of implementation planning activities for the national, & regional clusters
- Celebrating IP month in October

MADRASAH EDUCATION for Muslim Children

Policy action:
To provide access to quality education
To ensure the preservation, recognition, promotion, and protection of the rights of Muslim
learners to religious identity and heritage
Objective:
Institutionalization of the Madrasah Education Program at all levels in basic education

Street children

 75% are children on the streets;

 25% are children of the streets;
 70 % are boys
Street Children Education
- Enhancing the implementation of the “Kariton Klasrum” project in
partnership with the Dynamic Teen Company

- Street educator, Efren Penaflorida awarded by CNN as Hero of the Year.

- Conducting stock-taking activities in selected sites that will implement the program
- Child labourers

Child Labourers

- Child labor takes its toll on the education of the working

children. Out of the 70% of the country’s working children
who are still able to go to school, half experience problems
of high costs of education (28.7%), distance (23.8%), and
difficulty in catching up with lessons (22.1%).
- There are about 11 million children between the ages of 4
and 14 are working around the world according to the International Labor
Organization.
- Child labor is rooted in poverty and the lack of economic opportunities.

Child Abuse

- It refers to the maltreatment of a child,

whether habitual or not.

Eighty per cent of Filipino children have experienced some

form of violence at home, in school, in their community
and online.

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 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 6

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________

II. Learning Experiences

A. Clarifying Understanding
Make a slogan that promote and uphold the rights of children to education.

Rubrics
5 pts. 4pts. 3pts. 2pts. Score
Creativity Slogan is Slogan is Slogan is The slogan
exceptionally creative and a creative and does not
creative. A lot good amount some thought reflect any
of thought and of thought was was put into degree of
effort was put into decorating it. creativity.
used to make decorating it.
the banner.
Originality Exceptional Good use of Average use of No use of new
use of new new ideas and new ideas and ideas and
ideas and originality to originality to originality to
originality to create slogan. create slogan. create slogan.
create slogan.
Grammar There are no There is 1 There are 2 There are
grammatical grammatical grammatical more than 2
mistakes on mistake on the mistakes on grammatical
the poster. poster. the poster. mistakes on
the poster.

B. Processing Questions
 Based on what you have read, who are mostly deprived with education? Why?
________________________________________________________________________________
________________________________________________________________________________

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 ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

 What did the government do to promote inclusion for those children who are mostly
deprived the rights to education?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

C. Lifelong Learning
Direction: Write a short reflection.
1. As the COVID-19 pandemic continues to spread across the globe, how does it impact
education especially to people in lower socio-econmic groups and children with disablities?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________

Prepared by:

ANALIZA O. MAGALLANES
Instructor

23
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021

LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 7
Activity Title: Maslow’s Hierarchy of Needs in an Inclusion Classroom
Learning Target/s: At the end of the lesson the students CAN:
 explain Maslow’s Hierarchy of Needs
References:
 https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/2/5432/files/2016/02/MHON-Inclusion-
29g3d6v.pdf

Values: Understanding, Tolerance and Inclusion

I. Essential Ideas
All students have basic needs to be met for learning to occur. The more needs that are met,
the more students will learn. Maslow's hierarchy, developed by Abraham Maslow in 1954, is a way
of organizing the basic needs of students on different levels (McLeod, 2007). The more levels that
are met, the more a student will learn. Maslow's hierarchy of needs applies especially to students
with exceptionalities, because many times students' with exceptionalities needs are more difficult to
meet.

What is Maslow's Hierarchy

of Needs?
According to Gorman in
the Aboriginal and Islander
Health Worker Journal, there
are six levels to Maslow's

Hierarchy of Needs. The first level is

physiological needs. The first level

24
must be met in order to move onto any other levels in the hierarchy. Physiological needs include the
basic necessities of life (Gorman, 2010). These needs may include food, water, and shelter.
Once physiological needs are met, students will then need the second level of Maslow's
hierarchy. The second level is safety needs. Students need to feel safe in the environment in which
they are learning with no outside threats. If a student feels like they could potentially be harmed,
this level of safety will not be met.

After physiological needs and safety needs are met, students will reach the third level of the
hierarchy. In the third level of the hierarchy, students need to feel a feeling of belongingness and
love. At this level, students will want to feel a sense of belonging with other people in their
environment (Maslow, 1943). In this level, students need to identify with a group or groups of other
students and need to feel that they do fit in. In the fourth level of the hierarchy, which can only be
reached after levels one, two, and three are met, students now have to face esteem needs.

In the fourth level, students want to have good esteem through recognition and achievement
(Maslow, 1943). By getting recognition from others, students feel confident in their ability to learn.
At the fifth level, self-actualization becomes important.

At the fifth level, the student looks for ways to fulfill their personal potential for learning,
and seek fulfillment in their learning. At this level students will strive for certain learning goals and
seek to achieve them (Gorman, 2010). For example, at this level, students may want to receive an
"A" on their test or may seek to read a certain number of books.

In the final and sixth level of the hierarchy, which can only be reached if all levels are
previously met, students now are motivated through self-transcendence. At this level, students have
already met many of their personal goals and are now motivated to improve the people around them
(Gorman, 2010). By motivating and helping those around them, they in turn can have a better sense
of understanding and can improve their personal experience. At this level students are concerned
about the learning of other students. For example, a student who is particularly good at Math, may
sign up to be a math tutor.

How does Maslow's Hierarchy Relate to Learning?

Maslow's Hierarchy is directly related to learning through motivation. In order for students
to succeed in the classroom, they must be motivated to learn. When all levels of Maslow's
Hierarchy of Needs are met, students are at their full potential for learning (McLeod, 2007). For
example, a student would not be able to enter a classroom with an empty stomach and the fear of
dying from starvation and successfully learn. Each student has needs that must be met in order to
maximize learning. The higher up in the hierarchy a student is, the more levels that are met, the
better the motivation and therefore the more learning that the student will experience.

How Are Students With Exceptionalities Affected by Maslow's Hierarchy of Needs?

Students with exceptionalities are especially affected by Maslow's Hierarchy of Needs.

According to Norman Kunc, all children are children and all children need to feel a sense of
belonging (Kunc, 1992). In order for students with exceptionalities to be motivated to learn, they
must have a sense of belonging. Belonging, the third level of Maslow's Hierarchy of Needs, may be
difficult for students with exceptionalities to obtain because they may have learning or physical
disabilities that may set them apart from their peers.

Mislabeled students

In many schools, students suffer with difficulty in school because basic needs of Maslow's
Hierarchy of Needs are not being met. These students are typically students of low-socioeconomic
status. Because students of low-socioeconomic status are not learning at the same rate as their
peers, they are often mislabeled as "learning disabled". Many times, however, these students are

25
simply not having the lower levels of Maslow's Hierarchy of Needs met (Faye, 1983). Many of
these students may be too worried about when their next meal is or where they are going to sleep
that night to even worry about what they are learning in school. It is important to separate true
learning disabilities from students who just need to have their basic needs in life met in order to
learn. By separating these two populations, the student's needs for learning can more easily be met
by the district or teacher.

Theory in Application

As an educator, it will be important to consider Maslow's Hierarchy of Needs for every

student in the classroom. It will, however, be even more important to specifically link Maslow's
Hierarchy of Needs, students with exceptionalities, and specific practices in the classroom.
Segregating students into special education classrooms will not provide a sense of belonging for
students with exceptionalities in the school. For this reason, students should be included in the least
restrictive environment possible. For example, a student who does poorly on English tests, should
not be put into a separate special education classroom, but rather be put into a general education
English classroom with the proper supports for that student to succeed. Universal Design is a great
way to give students with exceptionalities a sense of belonging. Universal design allows a teacher
to plan ahead of time to avoid any disasters for a student who has a physical or intellectual
disability (Hall, 2012). For example, if a student in your classroom uses a wheel chair, it will be
important to make the classroom as handicap accessible as possible before school even starts. This
way, a student will feel "normal" because he or she will easily be able to maneuver through the
classroom just like his or her peers. Another way that universal design may be used is with students
with IEPs. For example, if a student's IEP says that he or she requires a study guide three days in
advance of an assessment, a study guide can be provided for all students and not just the student
with the IEP. This way, all students will benefit, and the student with the exceptionality will never
be different from his or her peers. By making each student the same, a student with an
exceptionality will have a better sense of belonging. A good educator will also recognize each
individual student's strengths and help him or her to excel in those areas providing the student with
a sense of worth. This relates specifically to the esteem level of Maslow's Hierarchy of Needs.
Students with disabilities especially will need a sense of esteem. One way to do this in the
classroom, is to provide differentiated instruction and also give several examples that may interest
each student. Also, it may be possible to ask a specific question about a concept that you know the
student is understanding well. This way, each student, even the students with exceptionalities, are
participating in the class and receiving feedback.

Conclusion

Maslow's hierarchy provides a model for how students are motivated to learn. Without the bottom
layer of the hierarchy met, students cannot reach the next level. Each level, once met, allows
students the ability and motivation to learn. Each student can move up in the hierarchy with the
proper support. Students with exceptionalities especially may need attention paid to the hierarchy.
The biggest hindrance of students with exceptionalities is the lack of sense of belonging. Through
several methods, students with exceptionalities can feel sense of belonging and then move up in the
hierarchy.

26
 SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, ZamboangadelNorte
College Department
S. Y. 2020 – 2021

ANSWER SHEET NO. 7

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________

II. Learning Experiences

A. Clarifying Understanding
Give the correct answer.
1. What is the highest goal in human development according to Maslow? ___________________________
2. Being treated fairly, without prejudice or fear of bad treatment is under what level of Maslow’s
Hierarchy? _______________________________
3. Receiving medical care for illness or injury is under what level of Maslow’s Hierarchy?
_________________________________
4. Having friends and family visit patients in the hospital or nursing homes would fit under what level of
Maslow’s Hierarchy? ________________________________
5. Respect and approval falls under what level of Maslow’s Hierarchy? ____________________________

B. Processing Questions
1. Who is Abraham Maslow?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What might happen if the needs were not met?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Do you agree with the arrangement of the levels in the hierarchy? Why or why not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

C. Lifelong Learning

Name a person who has reached the level of self-actualization? Explain why you think they have
reached the highest level. This can be someone famous that you don’t know personally as well.

(You can use the back page of your answer sheet for your answer.)

Prepared by:
27
 ANALIZA O. MAGALLANES
Instructor

REFERENCES

Online Sources:

Introduction
 https://www.scribd.com/document/443498606/420342677-Foundation-of-
Special-and-Inclusive-Education-pdf
 http://www.education.gov.pg/TISER/documents/pastep/pd-se-5-1-introduction-
to-special-education-lecturer.pdf
Understanding Diversity
 https://www.slideshare.net/readysetpresent/diversity-powerpoint-content-
presentation
 http://hdept.cgaux.org/pdf/UnderstandingDiversity.ppt
 https://ncert.nic.in/ncerts/l/fess301.pdf
Understanding diversity-Understanding your Roots
 https://www.slideshare.net/readysetpresent/diversity-powerpoint-content-
presentation
 http://hdept.cgaux.org/pdf/UnderstandingDiversity.ppt
Dimensions of Diversity
 https://www.usydanthology.com/2019/04/12/lodens-wheel-of-diversity/
 http://www.loden.com/Web_Stuff/Articles_-_Videos_-_Survey/Entries/
2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_Wheel.html
Diversity in the Classroom
 https://sites.google.com/site/diversityintheclassroom1234/gender/learning-
styles/ability-disability
 https://www.slideshare.net/KimberleyWilliams1/diversity-in-the-classroom-
44932848
Student Diversity (Individual Differences)
 https://www.slideshare.net/redmivc/module-4-individual-differences
 https://www.slideshare.net/khim23/individual-differences-45870312
Embracing diversity
 https://sites.google.com/site/diversityintheclassroom1234/gender/learning-
styles/ability-disability
 https://www.educonsa.com/diversity-in-education.html

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