Lecture 1: NATURE OF SPECIAL EDUCATION Characteristics of Special Education

Learning knows no boundaries • Individualized

• Students may receive modification
SPECIAL EDUCATION strategies
• An educational program/service designed to • Students who receive special education are
meet the needs of children with special systematically monitored
needs who cannot profit from general or • Students who receive special education can
regular education because of disabilities or also avail related services
exceptional abilities. (DepEd) (Bateman & Kline, 2016)
• Individuals with Disabilities Education Act
defines special education as “specially What is the purpose and goal of special
designed instruction, at no cost to the education?
parents, to meet the unique needs of a  The purpose of special education is no
student with a disability” longer just to give these students access to
• This process involves the individually education, but rather to teach the skills
planned and systematically monitored they need so they can be successful in the
arrangement of teaching procedures, general education setting or develop as
adapted equipment and materials, much independence as possible for adult
accessible settings. (K12academics.com) life.
• It also refers to the arrangement of
teaching procedures, adapted equipment ULTIMATE GOAL OF SPECIAL EDUCATION
and materials, accessible settings, and other  The integration or mainstreaming of
interventions designed to address the needs learners with special needs into the regular
of students with learning differences, school system and eventually into the
mental health issues, physical and community. (DepEd)
developmental disabilities, and giftedness.
(Bateman & Kline, 2016) OBJECTIVE OF SPECIAL EDUCATION
 To develop the maximum potential of the
Special Education Division Philippines child with special needs to enable him to
Memorandum: become self-reliant and shall be geared
Special education refers to the education of towards providing him with the
persons who are GIFTED OR TALENTED and those opportunities for a full and happy life.
who have PHYSICAL, MENTAL, SOCIAL OR
SENSORY IMPAIRMENT AND SPECIFIC OBJECTIVE OF SPECIAL EDUCATION
CULTURAL DIFFERENCES so as to require  The development and maximization of
modifications of the school curricula, programs and learning competencies, as well as the
special services and physical facilities to develop inculcation of values to make the learners
them to their maximum capacity with special needs as useful and effective
These persons may be gifted/talented, fast learner, members of society.
mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically FOUNDATION
handicapped, with special health problems, MENTAL, SPIRITUAL/MORAL, PHYSICAL, SOCIAL.
learning disabled, speech impaired or multiply PYSCOLOGICAL
handicapped.  All the efforts to uphold the rights and
dignity of children with disabilities primarily
 root from the philosophical understanding - Occupational therapy
of man. - Recreation, including therapeutic recreation
- Social work services
FOUNDATION – children with disabilities - School nurse services
- should have the rights as normal children - Counseling services, including rehabilitation
do counseling
- must NOT be isolated nor be looked down
- must be treated as persons of dignity needs CONSIDERATIONS IN DEVELOPING THE IEP
should be provided  Assessment of Student’s needs (identify
strengths and weaknesses)
BASIC PHILOSOPHY OF SPECIAL EDUCATION  Details of disability that are being addressed
 “Every child with special needs has a right  Individualization of IEP
to an educational program that is suitable ◦ Classification
to his needs.” ◦ Parental involvement
 Special education shares with regular ◦ Teacher involvement
education basic responsibilities of the ◦ Collaboration of what best suites
educational system to fulfill the right of the student’s needs
child to develop to his full potential.”
IEP IN THE CLASSROOM
INDIVIDUAL PROGRAMS AND PLANS - To include ACCOMMODATIONS
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP) - To include MODIFICATIONS on class work
 The IEP is a document developed by a team - To use a different assessment tool if
of persons from the child’s attending needed to measure child’s academic
school system who have a direct abilities
relationship to helping the student with - Teacher shall be an active part of the
special needs to be able to reach his full child’s planning and must use
potential. modifications
MEMBERS OF IEP TEAM
 A local representative from the school PLACEMENT DECISIONS
agency  Parents are to be included as a member of
 The child's teacher. IEP
 One or both of the child's parents or  Placement decisions cannot be reached
responsible party without IEP team agreement.
 The child, where appropriate  Parent and team consensus about aspects
 Other individuals at the discretion of the relative to child’s needs and placement
parent or agency.
REVIEWING AND REVISING IEP
TYPES OF RELATED SERVICES  Reviewed yearly
WHAT KIND OF SERVICES WILL HELP ME?  Reassess annual goals
- Transportation  Revise the IEP to address:
- Speech-language pathology - any lack of expected progress
- Audiologist services - results of any re-evaluation
- Interpreting services - info provided by the parents
- Psychological services - anticipated needs
- Physical therapy
Lecture 2: Conceptual Approach on Special Education - De-institutionalization – a systematic drive
and Inclusive Education to move people out of institutions and
back into closer contact with the
community
Special education
2. Least Restrictive Environment
- designed instruction, at no cost to the - Children with disabilities are to be
child’s parents, to meet the unique needs educated with children who are not
of a student with a disability and disabled
exceptional ability - Removal may only occur when education
Eight Core Principles of Special Education in regular classes with the use of
supplementary aids and services cannot
 Child find/zero reject be achieved satisfactorily
 Nondiscriminatory evaluation
 Individualized education program (IEP) Placement in the Least Restrictive Environment
 Free appropriate public education (FAPE)  Regular classroom placement is the first option
 Least restrictive environment (LRE) the IEP team must consider
 Related services  Access to the general education curriculum is as
 Parent participation important as placement in a classroom
 Confidentiality
3. Social validation
- Subjective evaluation
UNESCO Salamanca Statement: - Social comparison
1. Every child has a fundamental right to
4. Chronologically age appropriate
education
- The children with special needs must be
2. Every child has unique characteristics, interests,
with children of the same age
abilities and learning needs
- Ex.: Don’t put 16 years old with the 5-year-
3. Education systems should be designed and
old pupil
educational programs implemented to meet
these diversities among children
5. Principles of adaptation
4. Students with special needs must have access to
- Special needs require adaptation
regular schools with adapted education
 Adapt only when necessary to
5. Regular schools with an inclusive orientation are
increase person’s participation &
the most effective means of combating and
success
preventing discriminative attitudes and building
 Adapt on an individual basis
up an inclusive society
 View any adaptations as temporary
 Adapt for congruence
 Adapt for availability
Conceptual Pressures of Inclusive Education Program

6. Integration
- “Moving them into school/society
1. Normalization
normally as much as possible”
- Treating people with disabilities as
 Physical Integration
normally as possible
 Social Integration
- Means and the ends of education for
 Pedagogical Integration
students with disabilities should be as
o Mainstreaming
much like those for non-disabled students
o Inclusion
as possible
 the services) and requires only that the
child will benefit from being in the class
Lecture 2.1- Inclusive vs Special Education
- It is a process, not a place, service or
Mainstream setting

- Refers to the selective placement of Full inclusion

special education students in one or more
- All students regardless of handicapping or
regular education classes
severity, will be in a regular classroom full
- Generally assume that a student must
time
“earn” his or her opportunity to be placed
in regular classes by demonstrating an Inclusion supporters
ability to “keep up” with the work
- Believe that the child should always
assigned to them
begin in the regular environment and
Mainstreaming Advantages should be removed only when appropriate
services cannot be provided
• Promotes diversity and acceptance
• Allows opportunities for all students to advance
• Students with learning disabilities are motivated
Key Principles of Inclusive Education
through competition to improve
• Rights
Disadvantages of Mainstreaming
• Participation
• Stigmatization • Process
• Children stay in the most segregated settings • Values
• The general schools didn’t change • Diversity
• Equality
• Change
Inclusion (Stainback & Stainback 1990)

- Education of all students in regular classes

- Appropriate educational programs for The 10 conditions of inclusion
every student
1. Values and awareness
- Everyone is accepted and supported
2. Attitudes and behaviors
3. Legal and social factors
What is Integration/inclusion? 4. School’s organization
5. The programs and curriculums
1. Inclusion assume that attend ordinary schools
6. Teaching methods
2. The fundamental principle is that all
7. Support Services/team work
children are together as much as possible
8. The interactions with the environment
3. Inclusive education of high quality should focus
9. The supervision and monitoring
on
10. The team’s preparation/training
• Curriculum,
• Organizational arrangements,
• Teaching strategies
Inclusion vs. Special Education Classrooms
• Resource use
• Partnership with the communities Inclusive Education

- Also referred to as “general education” or

Inclusion “mainstreaming”)
- Refers to environments where typically
- Involves bringing the support services to
developing students are in classes
the child (rather than moving the child to
 alongside students with Individual • It focuses on development, rather than learning
Education Plans (IEP’s). per se, so it does not address learning of
information or specific behaviors
Special Education
• It proposes discrete stages of development,
- Are more restrictive environments, like marked by qualitative differences, rather than a
home and hospital instruction or gradual increase in number and complexity of
segregated classes (“special class behaviors, concepts, ideas, etc
services”) where there are 6 to 15
students with one teacher and up to four
paraprofessionals Three Basic Components to Piaget’s Cognitive Theory

Pro’s for Inclusive Education Schemas

• A reduced fear of human differences - Are the basic building blocks of such
accompanied by increased comfort and cognitive models, and enable us to form a
awareness (Peck et al., 1992) mental representation of the world
• Growth in social cognition (Murray- - A way of organizing knowledge
Seegert,1989) - Useful to think of schemas as “units” of
• Improvement in self-concept of non-disabled knowledge, each relating to one aspect of
students (Peck et. Al., 1992) the world
• Development of personal principles and ability - As a child gets older – his or her schemas
to assume an advocacy role toward their peers become more numerous and elaborate
and friends with disabilities
Adaptation Processes
• Warm and caring friendships (Bogdan and
Taylor, 1989) Assimilation
• Specialized teachers have the time and
expertise to instruct students using best - Is using an existing schema to deal with a
practices. new object or situation

Accommodation

Psychological Bases of Special Education - Happens when the existing schema

(knowledge) does not work, and needs to
Jean Piaget be changed to deal with a new object or
situation
- Cognitive Development Theory
- According to Piaget, children are born with Equilibration
a very basic mental structure (genetically
Inherited and evolved) on which all - Occurs when a child’s schemas can deal
subsequent learning and knowledge are with most new information through
base assimilation
- He was more interested in was the way in Piaget’s 4 Stages of Cognitive Development
which fundamental concepts like the very
idea of number, time, quantity, causality, Sensorimotor Stage
justice and so on emerged - 0 – 24 months

Pre-operational Stage
Piaget’s Theory Differs from Others - 18-24 months to 7 years old
• It is concerned with children, rather than all - Toddler to early childhood
learners
Concrete Operational Stage - For a behavior to be imitated, it has to
grab our attention
- 7 – 11 y/o
- It is extremely important in whether a
Formal Operational Stage behavior influences others imitating it

- Adolescence to adulthood Retention

Albert Bandura - Behavior may be noticed but is it not

always remembered which obviously
- Social Learning Theory prevents imitation
- It is important therefore that a memory of
Observational learning the behavior is formed to be performed
later by the observer
- Children observe the people around them
behaving in various ways Reproduction
- Bandura’s view stresses two important - The ability to perform the behavior that
things the model has just demonstrated
 Modeling
 Imitation Motivation

Modeling - The will to perform the behavior

- Rewards and punishment that follow a
- Individuals that are observed are called behavior will be considered by the
models observer
- Children are surrounded by many
influential models, such as parents within Lev Vygotsky
the family, characters on children’s TV,
- Theory of Scaffolding
friends within their peer group and
- Concept, zone of proximal development
teachers at school
was developed by Soviet psychologist and
Imitation social constructivist

- Children pay attention to some of these

people (models) and encode their
Zone of Proximal Development (ZPD)
behavior
- At a later time, they may imitate the - The distance between the actual
behavior they have observed developmental level as determined by
independent problem solving and the level
Reinforcement
of potential development as determined
- Can be positive or negative through problem-solving under adult
- The important factor is that it will usually guidance, or in collaboration with more
lead to a change in a person’s behavior capable peer
- Person learns by observing the
Scaffolding Theory
consequences of another person’s
- To assist a person to move through the
zone of proximal development, educators
4 Mediational Processes proposed by Bandura
are encouraged to focus on three
Attention important components which aid the
learning process:
- Extent to which we are exposed/notice
the behavior
  The presence of someone with - This philosophy is based on the belief that
knowledge and skills beyond that of all children can learn and reach their full
the learner (a more knowledgeable potential given opportunity, effective
other) teaching and appropriate resources
 Social interactions with a skillful tutor
that allow the learner to observe and
practice their skills Equity in Education
 Scaffolding, or supportive activities
- Meeting the educational needs of
provided by the educator, or more
students is part of the development of
competent peer, to support the
equitable provision in an inclusive society
student as he or she is led through the
ZPD

Jean Lave United Nations Charter on the Rights of the Child

- Situated Learning Theory - States that all children have a right to
- Argues that learning is situated education and as a consequence the right
- Learning is embedded within activity, to make progress
context and culture
- Usually unintentional rather than
deliberate Special Education
- Lave call this a process of “legitimate - “specially” designed instruction to meet
peripheral participation” the unique needs and abilities of
exceptional students

PHILOSOPHICAL FOUNDATION OF SPECIAL EDUCATION Greek et Roman

AND INCLUSIVE EDUCATION - Era of extermination
- Disability is a “punishment of the gods”
- “individual is what he is now and forever”
Philosophy in Special Education - Cicero calls for the purity of the race, a
society free of “defectives”

Greek & Roman

Philosophy of Exceptionality
- Chaining – Left on hills to die – Thrown off
- Deviating from a widely acceptable norm
cliffs – Locked away –Drown
Philosophy of Relativism - Father had right to terminate child’s life
- Deaf, blind & ill children had little more
- Theory that knowledge is relative to the
chance to live
limited nature of the mind and the
conditions of knowing Old Testament

Philosophy in Inclusive Education - Disability is an impurity

- Disabled person cannot approach sacred
- Participation of students with exceptional
places
needs in inclusive settings is based on the
philosophy of equality, sharing, New Testament
participation and the worth and dignity of
- Jesus helps disabled persons (ex: blind
individual
miracle)
- Disability is less a fault or an evil sign
 - Help them is an occasion for “winning Itard’s Failures
one’s salvation”
• Victor never talked
Middle Ages • He wanted to return to his old life
• Too much exigencies; lack of emotional
- Era of Ridicule
attachment
- Rigid caste system
• Maybe Victor maybe had an autistic syndrome
- Those with disabilities were:
or amental retardation can also explain the
 Used as servants or fools
abandonment
 Some were still put to death
 Dwarfs were used as clowns
 Overall, ridiculed for deformities and
First Basis of Special Education Needs
behavior
• Individualization
Renaissance
• Emotional attachment
- Era of Asylum • Specific materials
- Catholic Church accepts those with • Structure of contents
disabilities as wards of state • Segregation
- Cared in isolation
- No education at first, but human
treatment Eduard Seguin (1812-1880)
- Belief: once disabled, always disabled
- Studied with Itard, immigrated to the
Pioneers in special education United States and developed several
influential guidelines for educating
• Itard (wild boy)
children with special needs (ex. Mental
• Seguin
retardation)
• Montessori
- Stressed the importance of developing
• Decroly
independence and self-reliance in disabled
students by presenting them with a
Jean Marc Gaspard Itard (1774-1838) combination of physical and intellectual
tasks
- French physician and educator
- One of the earliest teachers to argue that
special teaching methods could be
Developed the Psychological Method
effective in educating disabled children
- Between 1801 and 1805, Itard used Sensory Training
systematic techniques to teach a boy,
- Focused on touched
named Victor, how to communicate with
- Utilization of material
others and how to perform daily living
skills, such as dressing himself Motor Training

- Age appropriate activities

- Simple to complex
Itard’s Results
- Functional activities
• Sleeping and eating habits and personal hygiene - Work and play
got more regular and controlled
Seguin’s Basis
• Senses of touch and taste became more acute
• Circle of wants increased • Frequent changes in activities
• Learned some monosyllabic words • Analysis of tasks into their components
• Learned to sequence objects • Differentiation of senses from intellect
 speaking is everywhere; he advocated the
breakup of places of learning: the kitchen,
• Physical education
shops, the street…
• Sensory stimulation
• The importance of the natural environment that
• Employment as an outcome of education
puts the child in a situation of discovery

Maria Montessori (1870 – 1952)

Last Century (1900s)
- Montessori education is a flow experience;
- Biological emphasis Institutional Care
it builds on the continuing self-
- 1900-1950’s Compulsory education.
construction of the child—daily, weekly,
Creation of classes or schools for the
yearly— for the duration of the program.
mentally retarded, blind, deaf, etc…
Although Montessori schools are divided
- After the 2nd world war: Creation of special
into multi-age classrooms:
education system, organized in parallel to
 parent infant (ages 0 to 3)
ordinary system
 preschool (ages 3 to 6)
 lower and upper elementary (ages 6 to In the Philippines
9 and 9 to 12)
- SPED in the Philippines started in 1908
 middle school (ages 12 to 14)
where the school for deaf (in Harrison,
Pasay City) was established and marked
- “prepared environment” is Maria
the official government recognition of
Montessori’s concept that the
obligations towards the education of the
environment can be designed to facilitate
handicapped children
maximum independent learning and
exploration by the child

Ovide Decroly (1971 – 1932)

- “The school will be located wherever is

the nature, wherever life is, wherever the
work is”
- In 1901, Decroly founded a school for
children with mild disabilities (behavioral
disorders, learning disabilities, light mental
retardation). He gradually invented his
pedagogy- Decroly Holistic Curriculum
- 1907, he founded a school for “ordinary”
children with the same pedagogy

Decrolry’s Basis

• The hobbies and interests of the child as a guide

to education. 4 Centers of needs
• Globalization means that the child learns
globally, without order. It’s a complete picture
that we must give the child, then he passes to
particularity and analysis
• The class workshop or class laboratory in which
the child lives and works. The “class” strictly