Special and Inclusive Education

Inclusive Education (IE)

It is about putting the right to education into action by including all learners, respecting their diverse needs, abilities and characteristics and eliminating all forms of discrimination in the learning environment (UNESCO, 2009).

Inclusive Education (IE)

The process of strengthening the capacity of the education system to reach out to all learners (UNESCO, 2017).

Inclusion

It is the process that helps overcome barriers limiting the presence, participation, and achievement of learners (UNESCO, 2017, p.13).

Inclusive Education

It is the key standard and core principle of the K to 12 curriculum, and as an inclusive curriculum, it is learner centered, developmentlly-appropriate, culture sensitive, relevant, gender-responsive, and contextualized.

Special Education (SpEd)

It is defined as classes or instruction designed for students with disabilities, giftedness, and talents.

Special Education Needs (SEN)

It is a term used in some countries to refer to children with impairments that are seen as requiring additional support (UNESCO, 2017, p. 7).

Mainstreaming

The practice of educating students with learning challenges in regular classes, in the least restrictive environment, based on their skills.

Integration

According to Franklin (1996), this refers to the creation of spaces such as regular classrooms, special education classrooms or pull out services for diverse learners.

Inclusion

It is the process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities and reducing exclusion within and from education

Inclusion

Placement of learners in the regular class is based on age, regardless of their abilities or disabilities.

Inclusion

There are no pullouts and no shadow teaching. Individualization happens within the class without pullout.

Mainstreaming

Placement in the regular class is based on the admission requirements.

Mainstreaming

Provisions of interaction with regular children, with the regular class as the child's station. May include shadow teaching in the regular class, provision for pullout and one-on-one.

Integration

Placement in the regular class in one or more subjects or activities. Provisions of interaction with regular children, with the SPED class as the child's station. May include tutorial and other learning-assistance programs.

1. Special Education

2. Indigenous Peoples Education

3. Madrasah Education

4. Flexible Learning Options

In the latest DepEd order in the inclusive curriculum (DO 21, s. 2019), the inclusiveness of K to 12 is expressed through existing programs such as:

Individualized Education Plan/Program (IEP)

Special Education refers to the programs that cater to the educational needs through a specially designed and coordinate services through an _________________________.

Philippine Inclusive Education

A process where all types of learners with diverse needs are given equal opportunities for a meaningful life in non-discriminatory environments, these environments foster belongingness through culturally or spiritually sensitive, learner-centered curriculum, learning processes, delivery modes, and settings (Bustos, et al., 2014, p.19).

Learners with special education needs (LSEN)

What does the acronym “LSEN” means?

students with additional needs

What does the acronym “SWAN” means?

children with special need

What does the acronym “CSN” means?

students with special education needs

What does the acronym “SEN” means?

children with special education needs and disabilities

What does the acronym “SEND” means?

Bustos (2018)

According to ____________ , it is preferable to use the term learners with disabilities, since the rights of persons with disabilities (PWDs) are fundamental human rights and are NOT special rights.

equity

Inclusive education is transformative rather than just being alleviative (Toh, 2018) and it equates to the idea of _______.

Accommodations

change how the learners with disabilities, giftedness, and talents learn the same material and meet the same expectations as their age peers ex: a person with visual impairments using audio books, highlighted texts or large print materials.

Modification

changes what a student is taught or expected to learn ex: a person with intellectual disability uses less complicated text materials of different content topic, than their age peers.

Medical Model

• The person is the problem.

• The individual needs to change.

• PWDs become the victim or client that their responsibilities are disempowered.

• Assessment, monitoring, and evaluation are imposed by therapy.

• Segregation and alternative services are given.

• Society remains unchanged.

Social Model

• The barriers created by the society are the problem.

• The barriers need to be removed.

• PWDs have independence, control and choice.

• Resources are made avallable to regular services.

• Training of parents and professionals are provided.

• Society evolves.

World Health Organization (WHO) in 2011

The _______________________ has pointed out that disability should be viewed neither as purely medical nor purely social, since neither is a better model than the other

International Classification of Functioning, Disability, and Health

The WHO promoted the what conceptual framework for model of disability is?

International Classification of Functioning, Disability, and Health

What does the acronym “ICF” stands for?

biopsychosocial model.

The term “ICF” is also known as what model?

Impairments

These are problems in body function or alterations in body structure (e.g. deafness paraplegia or strabismus).

Activity limitations

These are difficulties in executing activities (e.g. walking; writing or eating).

Participation restrictions

It is defined as problems with involvement in any area of life (e.g, admission to school, employment or access- to buildings).

Disability

It arises from the interaction of health conditions with contextual factors such as environmental and personal factors/s.

Environmental factors

These are either facilitators or barriers such as products and technology; the natural and built-in environment; support and relationships; attitudes; and services, systems and policies.

Personal factors

These, can influence the participation of a person in the society, such as motivation and self-esteem.

People First Policy

if you are referring to PWDs in your sentence construction, use the _______________, where the word people or person is used followed by their condition or impairment.

Cultural narratives

It depict disability as a source of fear and ridicule.

1. They provide definitions of disability.

2. They offer explanations of causal and responsibility attribution

3. They are based on perceived needs.

4. They inform policy.

5. They are not value-neutral.

6. They define the academic disciplines that focus on disability.

7. They shape the self-identity of PWDs.

8. They provide insight on how prejudices and discri minations occur.

What are the factors that make the model of disability important?

Biomedical/Individual Model

It is rooted in science and facts and disability is treated as a medical "glitch" or defect inside the person's body that needs to be diagnosed and fixed.

Moral/Religious Model

It sees disability as either blessing or curse and haracterized by notions of charity and caretaking

functional/rehabilitation model

It sees the PWD as having deficits. These deficits then justify the need to undergo rehabilitative intervention such as therapies, counseling, and the like refers to the assistance given by professionals to those who have an acquired disability in the hope of gaining back one's functionality.

Social Model

It is the society's reaction to how the biomedical perspective viewed disability. Argues that disability occurs as a result of society's lack of understanding of individual differences.

Rights-Based Model and Twin Track Approach

It is a model that "moves beyond explanation, offering a theoretical framework for disability policy that emphasizes the human dignity of PWDs" . It immediately recognizes the PWDs' vulnerability and tries to address this by upholding and safeguarding their identities and rights as human beings

1. the government as duty-bearers,

2. the child as the rights-holder,

3. the parents not only as duty-bearers but also as representatives of the child,

4. the teachers, both as rights-holders and duty bearers

What are the four Key Actors Directly Involved In The Model?

Republic Act No. 11650 – Inclusive Education Act

It promotes an inclusive education system for learners with disabilities. It requires schools to provide appropriate support, facilities, and services so learners with disabilities can participate meaningfully in education.

Republic Act No. 7277 – Magna Carta for Persons with Disability

It protects the rights and privileges of persons with disabilities, including their right to education. It prohibits discrimination and promotes equal access to educational opportunities.

Republic Act No. 9442 – Amendments to the Magna Carta for PWDs

It strengthened the protection provided under RA 7277. It promotes the dignity, social participation, and equal opportunities of persons with disabilities, including access to education.

CHED Memorandum Order No. 23, s. 2000

This policy provides guidelines concerning special education programs in higher education. It supports the preparation and development of professionals who can effectively serve learners with special educational needs.

DepEd Order No. 72, s. 2009 – Inclusive Education as Strategy for Increasing Participation Rate of Children

This order institutionalized inclusive education in regular public schools. It supports the education of children with special needs alongside their peers in regular classroom settings, when appropriate, rather than unnecessarily isolating them.

DepEd Order No. 23, s. 2022 – Child Find Policy for Learners with Disabilities Towards Inclusive Education

This policy strengthens the process of actively locating, identifying, registering, and assessing learners with disabilities and developmental delays, including those who may be out of school, so that appropriate educational support can be provided.

What is the flow of the legal process that helps make sure that learners with disabilities are found, assessed, supported, included, and regularly monitored.

Identification

Step of legal process where finding learners who may need special educational support.

Assessment

It is the step of legal process focus on understanding the learner's strengths, needs, abilities, and learning difficulties.

Planning

It is the step of legal process where the school, family, and relevant professionals plan appropriate support and learning strategies.

Implementation

It is the step of legal process where the planned supports, services, accommodations, and strategies are put into action.

Monitoring

It is the step of legal process where the learner's progress is regularly checked, and support is adjusted when necessary.

Multi-Tiered System of Supports (MTSS)

A ___________ is a school wide framework that uses data to identify and help students who struggle with academic, behavioral, social, or emotional needs.

Australian Education Research Organization (AERO)

The ______________ recommends the use of a multi-tiered system of supports (MTSS) to better assist Years 7 to 9 students struggling with foundational literacy and numeracy skills.

Tier 1 (Universal), Tier 2 (Targeted), Tier 3 (Intensive)

What are the three tiers of Support in MTSS?

Universal Screening, Progress Monitoring, Data-Based Decisions, Whole-Child Focus

What are the (4) core features of MTSS?

Universal Screening

It is a core feature of MTSS focused on testing all students regularly to find who needs help.

Progress Monitoring

It is a core feature of MTSS focused on tracking student growth frequently to see if an intervention works.

Data-Based Decisions

It is a core feature of MTSS focused on using test scores and behavior logs to choose and change support plans.

Whole-Child Focus

It is a core feature of MTSS focused on covering academics, social skills, and mental health together.

Build a Collaborative Team

Establish Clear Expectations

Adopt Universal Screening Tools

Choose Evidence-Based Interventions

Monitor Progress Continuously

Provide Ongoing Professional Development

Integrate with PBIS:

What are the steps on implementing the MTSS Process?

Build a Collaborative Team

Include administrators, teachers, specialists, and family representatives in MTSS implementation.

Establish Clear Expectations

Process of MTSS where we define academic and behavioral goals aligned to school values and standards.

Adopt Universal Screening Tools

Process of MTSS where we identify struggling students early through objective assessments.

Choose Evidence-Based Interventions

Process of MTSS where we use programs and practices backed by research.

Monitor Progress Continuously

Process where we track how well interventions work and make data-informed adjustments.

Provide Ongoing Professional Development

Process of MTSS where we train staff to understand the MTSS process and implement it with fidelity.

Integrate with PBIS

Process of MTIS where we put PBIS that enhances the behavioral component of MTSS, reinforcing positive behavioral expectations and creating a supportive school climate.

Proactive Identification

Benefit of MTSS: Early detection and timely intervention for academic and behavior challenges.

Flexible Support

Benefit of MTSS: Students can move between tiers as needed based on their progress.

Whole-Child Approach

Benefit of MTSS: MTSS addresses academic, social-emotional, and behavioral needs together.

Increased Equity

Benefit of MTSS: All students receive support, regardless of background or diagnosis.

Improved School Outcomes

Benefit of MTSS: Research shows links to better academic achievement, reduced disciplinary incidents, and stronger student teacher relationships.

Universal Design

It refer to structures that were made in such a way that they can be used by customers or clients with a wide range of needs

Universal Design for Learning (UDL)

It refers to the design of instructional materials and activities to make the content information accessible to all children

• Multiple means of representation

• Multiple means of action and expression

• Multiple means of engagement

What are the Principles of UDL?

Principle 1: Equitable Use

Inclusive practices are designed to be useful, appealing, and safe for all students, families, and professionals to use. Individual differences and various contexts are respected.

Principle 2: Flexible Use

Inclusive practices are designed to accommodate the individual preferences, abilities, and needs of all students, families, and professionals. Flexibility in providing choices for methods and pacing are exercised.

Principle 3: Simple and Intuitive Use

Inclusive practices are designed to be easy for all to use and understand.

Principle 4: Perceptible Information

Inclusive practices are designed so that they communicate valuable information to all through various formats.

Principle 5: Tolerance for Error

Inclusive practices are designed to minimize errors and unintended consequences by providing safeguards and warnings to assist all in using them safely.

Principle 6: Low Physical Effort

Inclusive practices are designed to be used comfortably and efficiently without much effort from all.

Principle 7: Size and Space for Approach and Use

Inclusive practices are designed for use by all, regardless of their mobility, physicality, or way of communication.

Principle 8: Community of Learners

Inclusive practices are designed to promote social interaction and communication for all.

Principle 9: Inclusive Environment

Inclusive practices are designed to foster acceptance and a sense of belongingness for all.

Differentiated Instruction

A teacher's response to students' varying needs, interests, and learning styles. (Tomlinson, 2010)

Differentiated Instruction

"It refers to a systematic approach to planning curriculum and instruction for academically diverse learners. It is a way of thinking about the classroom with the dual goals of honoring each student's learning needs and maximizing student's learning capacity."

Differentiated Instruction

Teachers use a variety of teaching and learning strategies that are necessary to meet the diverse needs of students in any class (Friend & Bursuck 2009).

a) Content

b) Process

c) Product

d) Learning Environment

Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the curriculum that can be differentiated:

Universal design for learning (UDL)

It is about “Fixing the lesson”.

Differentiated Instruction

It is about “Fixing the student’.

Differentiated instruction

is a process to approach teaching and learning for student of differing abilities in the same class.

Content

It is what the student needs to learn how the student will get access to the information through various DI.