BASES AND POLICIES OF SPEACIAL AND INCLUSIVE EDUCATION

Bases and Policies

1. Group 1 BASES AND POLICIES OF SCPECAL AND INCLUSIVE EDUCATION

2. 1.1 Piaget’s Cognitive Theory 1. PSYCHOLOGICAL BASES Sensory 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. 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. 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 The Formal Operation Stage - Children learn logical rules to unders concepts and solve problems

3. 1.2 Albert Bandura's Social Learning Theory Bandura believes observation, imitation, and modelling are central components of the learning process, and that behaviorism alone can't account for every kind of learning. 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.

4. 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

5. 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. 1. Vicarious Learning - - observational learning or learning through modelling. 2. 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).

6. 1.2 Lev Vygotsky's Scaffolding Children’s cognitive development grows through social interaction with more skilled individuals. Social learning precedes cognitive development; children learn by actively constructing knowledge. Zone of Proximal Development (ZPD) – what a child can do with guidance vs. alone. More Knowledgeable Other (MKO) – the guide/mentor who supports learning.

7. This theory is based on the assumption that knowledge should be presented in an authentic context that involves its application. It claims that human thought is adapted to the environment, meaning what people perceive, how they understand their activities, and how they develop all grow together. Learning is embedded in authentic practices, where students engage in tasks that become increasingly more complex within social communities. Social interaction and collaboration are essential, since knowledge is constructed through participation in communities of practice. 1.4 Jean Lave Situated Learning Theory

8. 2. PHILOSOPHICAL BASES The general philosophy of special education is that all people have the ability to learn, regardless of their 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.

9. Inclusive education allows children with special needs to receive a free and appropriate education along with non-disabled students in the regular classroom. The philosophy of inclusion rests on the idea that every individual, regardless of disability, has the right to be incorporated fully into the fabric of society. Inclusion is the keystone of today’s education, ensuring accommodation and acceptance of all human beings.

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