Historical Background of Special and Inclusive Education

Special Education, in which the unique needs entertainment, they were used as clowns, they
and abilities of learners are considered by were mocked for their deformities and
designing specialized instructions; and Inclusive behavior; or even be ordered to put in death.
Education, in which the educational system
caters for all learners with diverse needs, Era of Asylum
abilities, and characteristics can be considered During the Renaissance Period, the
relatively new. Catholic Church began accepting persons with
disabilities as ward of states. This was the start
ERA OF EXTERMINATION of humane treatment given to them. They were
During the Greek and Roman Era, taken cared for, albeit in isolation. However, the
people held such negative views about disability belief that once disabled always disabled
that it was regarded as a punishment from God, rendered these individuals as uneducable.
something that signifies being bad or evil.
Individuals with disability labeled as PERSPECTIVES ON EDUCABILITY IN THE EARLY
‘’defectives’’ that need to be eliminated from BEGINNINGS OF SPECIAL EDUCATION
the society. There were calls for infanticide or  Without education, no humanity. „
the right to terminate their child’s life if  There’s no Human and half-Human or
happened to be born with disability. equality between man. „
In religious treatment, since they  All knowledge comes through the
believed that man is created from the image of senses (John Locke and Etienne
God, disabled individuals views as impurity. Condillac)
Thus, they are denied to some rights ( e.g.  Pedro Ponce de Léon (1578) in Spain
prohibited to enter sacred places). created the first documented
experience about education of deaf
ERA OF RIDICULE children (from nobility) „
During the Middle Ages, people lived in  Abbé Charles Michel de l’Epée (1760) in
rigid caste systems that discriminate individual Paris created the “Institut pour sourds”
who were different from the majority in the (Institute for deaf) „
society became apparent. Persons with  Louis Braille invented “Braille script”
disability were treated with ridicule in which (1829) for the blind to read.
they were used as servants or for

Mid 1700s Joseph Pereire showed interest in a group of individuals

called ‘’deafmutes’’. Who were believed to be
unteachable. Using simple sign language and a machine
he invented, he taught them to do simple arithmetic
calculations.

Jean Marc Itard is a French physician and educator Jean

Marc Gaspard Itard was one of the earliest teachers to
argue that special teaching methods could be effective
in educating disabled children. „ Between 1801 and
1805, Itard used systematic techniques to teach a boy,
 named Victor, how to communicate with others and
how to perform daily living skills, such as dressing
himself.
Early 1800s Special education programs in the US started to
develop. Samuel Gridly Howe was known for his work
with blind individuals at the Perkins School for Blin in
Boston, while Thomas Gallaudet put up a school for
deaf in Hartford.

In 1848 French psychologist Edouard Séguin, who had

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

Early 2Oth Century Maria Montessori developed techniques and materials

that can be used to teach learners with intellectual
disability; while Grace Fernald developed techniques for
providing remedial education in reading.
1920s to 1940s Henry Godard was a prominent American
psychologist, eugenicist, and segregationist during
the early 20th century. He is known especially for
his 1912 work The Kallikak Family: A Study in the
Heredity of Feeble-Mindedness:It Causes and
Consequences,(1914).
Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive
Education
 Alfred Strauss and Heinz Werner became instrumental
in special education, especially in the field of learning
disabilities through their research on the neurological
basis of learning disabilities.
1950s to 1970s The improvement of economics and politics at this time
helped created a more positive attitude and available
funding for special education. Promoted early
interventions for children with special needs. Samuel
Kork, who coined the term ‘’learning disabilities’’,
Marriane Frostig, Newell Kephart, and William
Cruickshank, who all contributed in th progress of
special education.
1970s and beyond Special education started to be recognized as a formal
and identifiable profession. Indeed, exclusion and
discrimination against learners became focus of
litigation and legislation.

DEVELOPMENTS IN THE LAST CENTURY 1900s

 Biological emphasis
 Medical model
 Institutional Care „
 1900-1950’s Compulsory education
 Creation of classes or schools for the mentally retarded, blind, deaf, etc.. „
 After the 2nd world war : Creation of special education system, organized in parallel to ordinary
system.

FROM SPECIAL EDUCATION TO INCLUSION

 Special settings (segregation, class, resource room, school)

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

ADVANTAGES
1.Providing people with disabilities a chance "just"
successful.
2. Promoting cooperation rather than competition
3. Learn physical and social skills in an environment
that understands and accepts them.
4. Trained staff, equipment and specialized services.
5. Improve the skills that increase participation in
more integrative situations
6. Individual attention is easier to obtain.
7. Be able to meet between individuals carrying the
same disability.
DISADVANTAGES
 1. Reinforces their being ‘’disabled’’  Handicap refers to social abilities or relation
2. Less is expected of them between the individual and the society.
3. Based on “normality” and performance. It
takes place outside the normal and regular Social Definition of Disability
performances.
 Disability is a highly varied and complex
The Medical Definition of Disability condition with a range of implications for social
 The medical definition has given rise to the idea identity and behavior.
that people are individual objects to be  Disability largely depends on the context and is a
“treated”, “changed” or “improved” and made consequence of discrimination, prejudice and
more “normal”. „ exclusion.
 The medical definition views the disabled person  Emphasizes the shortcomings in the
as needing to “fit in” rather than thinking about environment and in many organized activities in
how society itself should change. society, for example on information,
 This medical definition does not adequately communication and education, which prevent
explain the interaction between societal persons with disabilities from participating on
conditions or expectations and unique equal terms.
circumstances of an individual.
Segregation to Inclusion
The World Health Organization( WHO ) 1996
International Classifications of Impairments, Disabilities 3 types of pressure
and Handicaps  Ethics and moral pressure - associations, laws,
awareness
 Impairment refers to physical or mental defect at  Conceptual pressure - concepts, practices
the level of a body system or organ.  Economic pressure - effectiveness, costs
 Disability refers to person-level limitations in
physical and psycho-cognitive activities

The right to a more inclusive education is covered in several significant international declarations,
including:
 Universal Declaration of Human Rights – 1948
 „ UN Convention on the Rights of the Child (1989)
 „ World Declaration for Education for All (1990)
 „ Standard Rules on the Equalization of Opportunities for Persons with Disability(1993)
 „ UNESCO Salamanca Statement and Framework for Action (1994)
 „ Dakar Framework for Action (2000).

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

1907 The Insular School for deaf and Blind established

1960 Programs for the Gifted was developed
1977 The position for Undersecretary for Education and culture for Non-formal Education was created
1983 BP 344 or the Law to Enhance Mobility of Disabled Persons
1987 The Philippine Constitution ( Article XIV,sec. 1 and 2)
1989 Proclamation 480 declares the period 1990-1999 as the ‘’Decade of Education For all’’
1990 World Declaration on Education for All
1992 RA 7277 Magna Carta for Disabled Person
1994 Salamanca Statement on the Education of Children with Disabilities
1996 Four Pillars of Learning for 21st Century
1997 RA 8371 The Indigenous People’s Right Act
2000 The Dakar Framework for Action- Education for All
2001 RA 9155 Governance of Basic Education Act
2004 ED 356 Renaming the Bureau of Non- Formal Education to Bureau of Alternative Learning System
2004 DEPED order no. 51, series of 2004 Standard Curriculum for Elementary public and private schools
2006 UN Convention for the Rights of Persons with Disabilities
2006 The Philippine Education For all
2006 RA 9344 The Juvenile Justice and Welfare Act
2007 UN Declaration on the Rights of Indigenous Peoples
RA 9442 Act Amending RA 7277 Magna Carta for Disabled Person
2008 Pantawid Pamilyang Pilipino Program
2009 DepEd order no. 74 series of 2009 Institutionalizing Mother Tongue Based Multilingual Education
2009 RA 9710 The Magna Carta for Women
2009 DepEd order no. 72 series of 2009 Inclusive Education as strategy for increasing participation rate
2010 DepEd order 72 series of 2010 Mainstreaming
2011 DepEd order 62 series of 2011 Adopting the National Indigenous People’s Education Policy
2011 DepEd order 103 series of 2011 , Creating Indigenous Peoples Education office
2012 RA 10157 Kindergarten Education Act
2012 DepEd order 83 series of 2012 Implementing Guidelines on the revised school-based Management , assessment
process and tools
2013 RA 10533 Enhance Basic Education Act
2013 RA 10361 Domestic Workers Act or Batas Kasambahay
2016 Senate Bill 1298 The Individuals with Disabilities Education Act
2016 Senate Bill 996 Inclusive Education for Children and Youth with special needs Act
2017 DepEd order 42 series of 2017, Philippine Professional Standards for Teachers
2017 CHED MEMO 74-77, series of 2017 Policies Standards, and Guidelines for BEED , BSED ,BECEd, and BSNed required
professional Education course of foundation of special and inclusive education.

Prepared By: Instructor:

Kristine Grace M. Abelo April Dianne B. Caseros