504321624-Bases-of-Policies-of-Special-Inclusive-Educ.pptx

lesson

1. Bases and Policies of Special & Inclusive Education Psychological Bases 1.1 Piaget’s Cognitive Development: 1. Sensori Motor Stage (0-2 years old) - an infant begins to understand the world around them by using their senses and bodily objects. Infants develop object permanence . 2. Pre-Operational Stage (2-7 years old) - the child can now make mental presentation and is able to pretend. The child is ever close to the use of symbols.

2. 3. The concrete Operational Stage ( 7-11 years old) - This stage is characterized by the child to think logically but only in terms of concrete objects 4. The Formal Operation Stage - Children learn logical rules to understand abstract concepts and solve problems 1.2 Albert Bandura’s Social Learning Theory Bandura believes observation, imitation, and modelling are central components of the learning process, and that behaviourism alone can’t account for every kind of learning.

3. Bandura’s theory is a blend of: Behavioral theory which posits behaviors are the results of conditioning. Cognitive Theory which gives weight to psychological features like attention and memory. Social Learning Theory highlights the importance of good role models and explains the corrosive influence of poor ones. Four Phases of Learning 1. Attention 2. Retention 3. Reproduction 4. Motivation

4. Concepts of Social Learning Theory Learning Theory describes how students absorbs, process and retain knowledge during learning. Cognitive, Emotional and environmental influences, as well as prior experience, all play part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. Vicarious Learning – - observational learning or learning through modelling. Self-regulated learning (SRL) -learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard)

5. “ Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior 1.3 Lev Vygotsky’s Scafffolding This theory asserts that the cognitive development of the children is advanced through social interaction with other people, particularly those who are more skilled. Vygotsky believed that social learning come before cognitive development, and that children construct knowledge actively. Vygotsky is most recognized for his concept of Zone Proximal Development (ZPD) and More Knowledgeable Other (MKO)

6. 1.4 Jean Lave Situated Learning Theory This theory is based on the assumption that knowledge should be presented in authentic context that involve its application. It claims that every human thought is adopted to the environment, that is situated because what people perceive, how they conceived of their activity and what physically develop together It is embedded in authentic context of practice wherein students engage in increasingly more complex task within social communities Social Interaction and collaborations are essential components of situated learning theory

7. 2. Philosophical Bases: The general philosophy of special education is that all people have the ability to learn, regardless of their particular disabilities . Inclusivity – the practice or policy of including people who might otherwise be excluded such as those who have physical and mental disabilities Equality – all people will be treated fairly, irrespective of their age, sex or race.

8. Inclusive education allows children with special needs to receive a free and appropriate education along with non-disabled students in the regular classroom. Inclusion philosophy rests on the idea that every individual, regardless of his/her disabilities, has the right to be incorporated fully into the fabric of society. Inclusion is the keystone of today’s education which applies to accommodate or include all human beings.

9. 4 principles of equality 1. the right to recognition of the equal worth and equal dignity of each human being 2. The right to equality before the law 3. The right to equal protection and benefit of the law 4. The right to be treated with the same respect

10. 3 . Historical/Sociological 3.1. Convention on the Rights of Child . The child by reason of his physical and mental immaturity need special safeguard and care including appropriate legal protection, before as well as after birth. The 3P’s of Convention on the Rights of Children 1. Provision – includes the right to possess, receive or have access to certain resources and services. 2. Protection – the rights to be shielded from certain acts and practices (social and individual misuse) It is close to parenting. 3. Participation – rights to do things, express oneself and have an effective voice as an individual child and as a larger group.

11. Key Provisions are : Non-discrimination Survival and development Freedom of thought, conscience and religion Abuse and neglect Health and nutrition Standard of living Child Labour Sexual Exploitation Armed Conflicts

12. 3. 2 UNESCO ( United Nations Educational, Scientific and Cultural Organization) - It seeks to build peace through international cooperation in Education, the Sciences and Culture. - It develops educational tool to help people as global citizens free of hate and intolerance. It works so that each child and citizens has access to quality education. - UNESCO promotes inclusive education systems that remove the barriers limiting the participation and achievement of all learners, respect diverse needs, abilities and characteristics and that eliminates all forms of descrimination in the learning environment .

13. 3. 3 Education for All (EFA) - a global movement led by UNESCO aiming to meet the learning needs of all children youth and adult by 2015. - the initiative included provisions to ensure all Filipinos were able to achieve what UNESCO calls “functional literacy”, the ability to read, write and do calculations at a level that is sufficient for the country in which a particular person lives.

14. Goals of EFA Expand and improve comprehensive early childhood care and education Children have access to and complete, free and compulsory primary education of good quality Equitable access to appropriate learning and life-skills programes. Equitable access to basic and continuing education for adults. Achieve gender equality in education Improve the quality of education and ensure excellence of all.

15. 3.4 K-12 Inclusion Policy CORE PRINCIPLE of K to 12 ‒ promotes institutional sensitivity and responsiveness : nature, situation, realities of the learner POLICY PERSPECTIVE of K to 12 ‒ realized through learner-centered and context responsive programs

16. KEY DIMENSIONS A. LEARNER ‒ learner-oriented, relevant and appropriate education ‒ programs responsive to diverse learners ‒ learner’s participation and representation B. K TO 12 CURRICULUM ▪ inclusion as a key standard & principle ▪ MTB-MLE, varied TLE offerings, tracks and strands ▪ SPED, Madrasah Education, IP Education, Special Interest Programs, ADMs/FLOs, ALS

17. ▪ Quality differentiated instructions thru  Contextualization of curriculum and learning materials  Equal opportunities for active participation in teaching-learning process  Provision of options to create, learn and share what they know and what they can do in both curricular and co-curricular activities

18. C. DEVELOPMENT OF LEARNING RESOURCES ‒ locally developed and contextualized learning resources ‒ varied contexts in learning materials ‒ learner’s knowledges, learning styles, multiple intelligences, interests ‒ sensitive to social and cultural contexts with the community as a learning resource

19. D. LEARNING DELIVERY ‒ Flexible, option of programs for different types of learners based on context, background, needs, interests Leadership and performance must impact on : • Teaching-Learning: Quality, Relevant, Liberating basic education Are the students learning? Are the students meeting the standards? Does teaching-learning at basic education improve the life of his/her family? community development? nation building?

20. E. EDUCATIONAL ASSESSMENT ‒ recognizes particularities of learners ‒ Formative and evaluative ‒ Traditional and non-traditional ‒ Authentic assessment F. LEARNING ENVIRONMENT ‒ support and complement learning delivery ‒ facilitate learning and reinforce effective teaching-learning ‒ protects learner’s rights

21. G. TEACHER PROFESSIONAL DEVELOPMENT ‒ all teachers are implementers of inclusive education ‒ continuous capacity development based on Phil. Prof. Standards for Teachers(August 2017) ‒ Inclusive Education in Teacher Education Programs ‒ stakeholders involvement in the teachinglearning process H. SCHOOL LEADERSHIP AND MANAGEMENT ‒ Inclusive Education as a perspective and policy shall guide all schools ‒ Inclusive Education in School-based Management and in the School Improvement Plan ‒ Encourage practices and innovations

22. 4. Legal 4.1 The 1986 Phil. Constitution. Art. XIV. Sec. 1 - The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all . Sec. 2.5 – Provide adult citizen, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills. 4.2 R.A 10533 – Basic Education Act of 2013- including ALS and learners with special needs

23. 4.3 RA 8371 Indigenous People’s Right Act 4.4 PD 603 (Child & Welfare Code) 4.5 RA 7610 Special Protection Against Child Abuse and Exploitation 4.6 RA 9344 Juvenile Justice and Welfare Act 4.7 RA 9442 Magna Carta for Disabled Persons 4.8 RA 10665 Open High School System Act 4.9 RA 7277 Rehabilitation and Integration of Disabled Persons in Mainstream Society