cHAPTER 2 PED 105 power point presentation

chapter 2 ped 105 historical, philosophical, theoretical and legal foundations of special and inclusive education

1. Chapter 2: Historical, Philosophical, Theoretical and Legal Foundations of Special and Inclusive Education

2. Middle ages, people lived in rigid case systems that discrimination . treated with ridicule used as servants or fools; clown, mocked for their deformities and behaviour or may be ordered to be put to death. Era of Ridicule During the Renaissance Period, the Catholic Church began accepting persons with disabilities as wards of state start of the humane treatment given to them they were taken cared for, albeit in isolation . Era of Asylum Greek and Roman Era, negative view about disability labelled as “ defectives” calls for infanticide or that had the right to terminate their children life Era of Extermination

3. Being taken cared for can be considered as humane treatment for persons with disability, different perspective stipulates that without education, there is no humanity equal treatment among all humans, one should have the right to education regardless of his or her disability This led some individuals to device ways to deliver education to those with disabilities, and thus, start of the development of special and inclusive education. Pedro Ponce de Leon ( 1578) who provided education to deaf children from nobility Abbe Charles Michael de’l Eppe ( 1960), who put up an institute for the deaf Louis Braille ( 1829), who invented the Braille script to allow the blind to read. Perspectives on Educability in the early beginnings of Special Education

4. He was a Spanish Benedictine monk who is often credited as being "the first teacher for the deaf". Ponce de Leon established a school for the deaf at the San Salvador Monastery in Oña . His students were almost all children of wealthy aristocrats who could afford private tutoring. His work with deaf children focused on helping them to learn how to speak language audibly. He also instructed children in writing and in simple gestures.. PEDRO PONCE DE LEON

5. He was a philanthropic educator of 18th-century France who has become known as the "Father of the Deaf". L'Épée then turned his attention toward charitable services for the poor, and, on one foray into the slums of Paris, he had a chance encounter with two young deaf sisters who communicated using a sign language.[3] L'Épée decided to dedicate himself to the education and salvation of the deaf, and, in 1760, he founded a school.[4] In line with emerging philosophical thought of the time, l'Épée came to believe that deaf people were capable of language and concluded that they should be able to receive the sacraments and thus avoid going to hell. He began to develop a system of instruction of the French language and religion. In the early 1760s, his shelter became the world's first free school for the deaf, open to the public Charles-Michel de l'Épée

6. He was a French educator and the inventor of a reading and writing system, named braille after him, intended for use by visually impaired people. His system is used worldwide and remains virtually unchanged to this day. Braille was blinded at the age of three in one eye as a result of an accident with a stitching awl in his father's harness making shop. Consequently, an infection set in and spread to both eyes, resulting in total blindness.[1] At that time there were not many resources in place for the blind, but he nevertheless excelled in his education and received a scholarship to France's Royal Institute for Blind Youth. While still a student there, he began developing a system of tactile code that could allow blind people to read and write quickly and efficiently. Inspired by a system invented by Charles Barbier , Braille's new method was more compact and lent itself to a range of uses, including music. He presented his work to his peers for the first time in 1824, when he was fifteen years old. In adulthood, Braille served as a professor at the Institute and had an avocation as a musician, but he largely spent the remainder of his life refining and extending his system. It went unused by most educators for many years after his death, but posterity has recognized braille as a revolutionary invention, and it has been adapted for use in languages worldwide. Louis Braille

7. Mid-1700s Joseph Pereire showed interest in a group of individuals called “deafmutes”, He systematically taught them to do simple arithmetic calculations. This was one of the first attempts at demonstrating how individuals with handicaps can be taught through special education. Jean Marc Itard was known for his work on intellectual disability. A case he is well-known for is that of Victor, the wild boy of Aveyron , a child reportedly found wandering naked in the woods and lived in the wild. He managed to teach Victor how to identify common objects, letters of the alphabet, and the meaning of some words. Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education .

8. Early 1800s Special education programs in the United States started to develop. Samuel Gridley Howe was known for his work with blind individuals at the Perkins School for the Blind in Boston, while Thomas Gallaudet put up a school for the deaf in Hartford, Connecticut. Eduard Seguin became involved with were Hospice des Incurables in France; Pennsylvania Training School for Idiots in the United States; and Weak-minded and Weak-bodied Children in New York, which he was instrumental in putting up. Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education .

9. Early 20th 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. Institutions for special education became the dumping ground for unwanted individuals. Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education .

10. 1920s to 1940s Henry Goddard published a famous study on the Kallikak family (Feeblemindedness: Its Causes and Consequences, (1914), about a man who fathered an illegitimate child, whose descendants became retarded; and a legitimate child, whose descendants were of average to above average intelligence. However, in the 1940s, 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.. Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education .

11. 1950s to 1970s Among the program during this time was Head Start, which promoted early intervention for children who were at risk of becoming handicapped. Samuel Kirk, who coined the term “learning disabilities’, Marianne Frostig , Newell Kephart, and William Cruickshank, who all contributed in the progress of special education. 1970s and beyond The exclusion and discrimination against handicapped students became a focus of litigation and legislation. Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive Education .

12. Vision for Children with Special Needs The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus: “The State, community, and family hold a common vision for the Filipino child with special needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic education. This education should fully realize his/her potentials for development and productivity as well as being capable of self-expression of his/her rights in society. More importantly, he/she is God-loving and proud of being a Filipino. It is also envisioned that the child with special needs will get full parental and community support for his/her education without discrimination of any kind. The special child should also be provided with a healthy environment along with leisure and recreation and social security measures” (Department of Education Handbook on Inclusive Education, 2000)

13. Policy, Goal, and Objectives of Special Education The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to education among children and youth with special needs. Inclusive education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs. The goal of the special education programs of the Department of Education all over the country is to provide children with special needs appropriate educational services within the mainstream of basic education. The two-pronged goal includes the development of key strategies on legislation, human resource development, family involvement and active participation of government and non- government organizations. Likewise, there are major issues to address on attitudinal barriers of the general public and effort towards the institutionalization and sustainability of special education programs and services.

14. Policy, Goal, and Objectives of Special Education Special education aims to: 1. Provide a flexible and individualized support system for children and youth with special needs in a regular class environment in schools nearest the students’ home. 2. Provide support services, vocational programs, and work training, employment opportunities for efficient community participation and independent living. Make available an array of educational programs and services: the Special Education Center built on “a school within a school concept” as the resource center for children and youth with special needs; inclusive education irregular schools, special and residential schools; homebound instruction, hospital instruction and community-based programs; alternative modes of service delivery to reach the disadvantaged children in far-flung towns, depressed areas and underserved barangays. The past decades saw the continuous development of special education programs for a wide range of exceptional children and youth.

15. Policy, Goal, and Objectives of Special Education The Philippine Normal College and the University of the Philippines both state tertiary institutions, continue to work hand in hand with the Department of Education to enhance the professionalization of special education through teacher training programs.

16. Section 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. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills. the 1987 phil. constitution art xiv sec 1&2

17. Section 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. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills. the 1987 phil. constitution art xiv sec 1&2

18. RA 10533 Enhanced basic education act – including ALS and learners with special needs; an act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes. RA 8371 Indigenous people’s right act ; An Act to recognize, protect and promote the rights of Indigenous Cultural Communities/Indigenous Peoples, creating a National Commission on Indigenous Peoples, establishing implementing mechanisms, appropriating funds therefor, and for other purposes. Presidential Decree No. 603, otherwise known as the Child and Youth Welfare Code and issued in December 1974, legally defines special categories of youths, including youthful offenders, and directs the Ministry of Social Services and Development (MSSD) to provide comprehensive services to assist in youth development.

19. RA7610 special protection against child abuse and exploitation; provides protection for children against physical and psychological abuse, neglect, cruelty, sexual abuse and exploitation, and other conditions prejudicial to their development. RA 9344 Juvenile Justice and welfare act; an act establishing a comprehensive juvenile justice and welfare system, creating the juvenile justice and welfare council under the department of justice, appropriating funds therefor and for other purposes RA 9422 ; An Act Amending Republic Act No. 7277, Otherwise known as the Magna Carta for Persons with Disability as Amended, and For Other Purposes' Granting Additional Privileges and Incentives and Prohibitions on Verbal, Non-Verbal Ridicule and Vilification Against Persons with Disability)

20. 10665 "AN ACT ESTABLISHING THE OPEN HIGH SCHOOL SYSTEM IN THE PHILIPPINES AND APPROPRIATING FUNDS THEREFOR," otherwise known as the "Open High School System Act." 6.2 Alternative Delivery Mode (ADM) refers to an alternative way of delivering education within the formal school system. RA 7277 ;that persons with disability are part of Philippine society, and thus the State shall give full support to the improvement of their total well being and their integration into the mainstream of society. They have the same rights as other people to take their proper place in society.

21. Recent Legislations in the Philippines Supporting Inclusive Education Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or the Enhanced Basic Education Act of 2013 is a policy that recognizes the inclusiveness of the Enhanced basic education, and thus, stipulates the implementation of programs aiming to address the physical, intellectual, psychological and cultural needs of all learners, including the following special groups: 1. Gifted and Talented Learners 2. Learners with Disabilities 3. Muslim Learners 4. Indigenous People 5. Learners under difficult circumstances. Senate Bill 1414: Bill of the Inclusive Education for Children and Youth with Special Needs, has been put forth in the Philippine Congress. Its main goal is to provide every Filipino Child and Youth with access to inclusive education, as well as the appropriate resources, materials, and equipment they need

22. Recent Legislations in the Philippines Supporting Inclusive Education Senate Bill 1298, The Individuals with Disabilities Education Act of 2016 (IDEA), is an act that intends to provide free appropriate public education to children with disabilities. This act ensures that free appropriate public education that emphasizes special education and other related services will be available for all children with disabilities. It also guarantees that there will be qualified teachers and professionals available to meet the needs of these children. Moreover, it intends to make the public aware about the issue of learning disabilities in order to help in early detection and to make sure that appropriate measures will be taken for children with special needs to receive quality education. Senate Bill 996, Inclusive Education for Children and Youth with Special Needs Act of 2016, is an act instituting inclusive education and establishing special education centers (SPED Centers) for children and youth with special needs in all public school divisions. It also intends to promote inclusive education and capacitate regular schools to effectively handle children and youth with disabilities, giftedness, and talents.

23. Recent Legislations in the Philippines Supporting Inclusive Education DepEd Order No. 42, series of 2017, National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST), intends to set out clear expectations of teachers along the different stages of their careers; encourage teachers to actively partake in continuing effort to attain proficiency; and to provide a standard measure to assess teacher performance, identify their needs, and provide support for their professional development. The PPST shall serve as a basis in developing learning programs for teachers in order to capacitate them for the effective implementation of the K to 12 Program, as well as in the selection and promotion of teachers. CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines for Bachelor of Elementary Education ( BEEd ), Bachelor of Secondary Education ( BSEd ), Bachelor of Early Childhood Education ( BECEd ), and Bachelor of Special Needs Education ( BSNEd ) require that a Professional Education course of Foundation of Special and Inclusive Education to be taken by all teacher education students in order to ensure that all teachers have the knowledge in handling learners with disabilities, giftedness, and talents.

24. Recent Legislations in the Philippines Supporting Inclusive Education The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic Education Program, embedded inclusive education in the K-12 curriculum. Inclusion in this policy is the core principle, the key standard and the principle of the curriculum, were the right of every Filipino to quality, equitable, culture-based and complete education are promoted through existing programs such as Special Education, Indigenous People’s Education, Madrasah Education, and Flexible Learning options (FLOs) including Alternative Delivery Modes (ADMs) and the Alternative Learning Systems (ALS). This also presented an Inclusive Education Policy Framework for Basic Education that provides an overall framework of implementation for programs that directly promote inclusive education. This ensures that every aspect of the K12 curriculum support system, across the governance levels of the Department, is responsive to the needs and demands of diverse learners.

25. Thank you!