Prof.Ed.

4: Foundation of Special and Inclusive Education

Module 1: Introduction to Special and Inclusive Education:

Concepts and Bases

Course Analyze concepts related to inclusive and special education that promote supportive
outcome 1 environments to diverse learners (like inclusion, integration, mainstream, transition,
etc.) as indicated in the DepEd Inclusive Education Policy.

Overview

At the core of the fair society is education. The fair society is a place where every child,
irrespective of differences, can find knowledge to reach the limit of their potential.
-Pat Rabitte

Access to quality education is a human right. It is a birthright that all individuals

possess by virtue of being human persons. It is an inherent right and due to a person. This is
emphasized in the internationally accepted legal document the Universal Declaration of
Human Rights. The UNESCO-sponsored Education for All EFA is a notable example and a
good policy intervention for this principle as it provides all children, including children with
disabilities and special needs the entitlement to equity to educational opportunity,

Module 1 Introduction to Inclusive and Special Needs Education: Its Concepts and
Bases orient preservice teachers like you on the Nature; Concepts; laws, principles and
others. As preservice teachers, one must know the laws and the why of inclusive education.
You need to be aware of the roles teachers portray to fight against discrimination, inequality
and social injustice. As observed, social realities would tell us that not all persons in the
society enjoy the right to education especially on this difficult times of Pandemic. Among
others, these include: persons with disability PWD, members of indigenous communities;
street children and other marginalized sectors of society. As teachers in the future, you have
to manifest the inclusive values and practices that are ought to be implemented and
sustained in schools and eventually in our societies. Module 1 is composed of three lessons:

Lesson 1: Learning Philosophies: Inclusiveness, Social Justice, Equity, Equality

and Fairness

Lesson 2: Historical and Socio-cultural Foundations

Lesson 3: Legal Foundations

Prof.Ed. 4: Foundation of Special and Inclusive Education

Lesson 1: Learning Philosophies: Inclusiveness, Social Justice,

(Module 1) Equity, Equality and Fairness

Learning Outcomes:
1. Identify philosophies, and theories of special and inclusive education including its
with policies and applications; with
2. Explain the philosophies, and theories of special and inclusive education and how it is
implemented in the Philippine context.

ACTIVATE

How do you describe the two pictures/scenes below? Narrate your observation on the space
provided.

Retrieved from
Retrieved from http://bitly.ws/9wNM http://bitly.ws/9wNJ

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Prof.Ed. 4: Foundation of Special and Inclusive Education

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ACQUIRE

Inclusive Education is founded on a strong philosophy which supports the right of all
children to participate in inclusive way.
UNESCO (2003) defined inclusion as a developmental approach that ‘…seeks to address the
learning needs of all children, youth and adults with a specific focus on those who are vulnerable
to marginalization and exclusion’. In 2005, UNESCO viewed inclusion as a dynamic approach of
responding positively to learner diversity and of seeing individual differences not as problems, but
as opportunities for enriching learning.
Significantly, inclusive education’s
tenets are grounded on a positive inclusive
philosophy outlined as follows:

1. IEd is a basic human right. It is not just a

simple need of children. It rather a cardinal
right of all learners to a quality education
which responds to their basic and unique
learning needs that will eventually improve
their lives. IEd like all human rights is something universal and inalienable. Each one despite
differences in sex, disabilities, ethnic origin, or economic status is entitled to it.

2. IE presupposes that all human beings have equal value and rights. Inclusion is considered as a
precondition for the optimal growth and development of all human beings. IE recognizes that
each person is of equal intrinsic value, of dignity and thus ought to be treated with equal respect
and be given equal rights.

To understand what equity means in schools, we must first separate it from equality.
Equality means providing the same to individuals despite their needs while equity emphasizes in
giving the needs to those privilege or under-privileged individuals. World Health Organization
External link (WHO) states, equity is "the absence of avoidable or remediable differences among
groups of people, whether those groups are defined socially, economically, demographically or
geographically." Equality is not about everyone being the same or being treated in the same way
Prof.Ed. 4: Foundation of Special and Inclusive Education

but about everyone being treated as of equal worth. This has implications for how adults and
children behave towards each other in schools. It affects the way children are grouped between
and within schools and classes, so that hierarchies of worth are avoided. It concerns, too, the way
schools are managed. An inclusive view of equality is not about ‘equality of opportunity’ to unequal
status, wealth and living conditions but about reducing such inequalities.

Equity means people are given and receiving what they need to be successful in their life’s
battle. But the idea is not true to all. Conferring to Equity Education explains, “While the world in
which we live distributes talent equally, it does not equally distribute opportunity.”
(Retrieved from https://education.cu-portland.edu/blog/leaders-link/equity-in-schools/)

Reflection on the acceptability to people of inequalities nationally and globally, in wealth

or living conditions, reveals deep disagreements about inclusion. Often, people do not behave
as if ‘every life and every death are of equal value’ not just because they are naturally more
concerned about those closest to them but because they do not think that the suffering of
others outside their own families, neighborhoods or country should prompt action to reduce it.

3. IE is a cornerstone to build a just society. Access to education increases one’s chances to gain
economic and social benefits of the country. When the state and the society as a whole
guarantee that children have access to quality education, it causes a domino effect of
opportunity that has direct effect on future generations. Essentially, these economic and social
benefits are best attained through inclusive educational systems which provide enhanced
access to a wider range of quality teaching to students with and without disabilities. Through
inclusive education, all children are capable to maximum involvement in the progress of their
community and in making of a just society.

4. IE takes forward the agenda of Education for All (EFA). Inclusive education is a vehicle to realize
the basic right to Education for All EFA because all children must have the chance to study and
to grow together.

5. IE focuses on providing learners with a non-threatening learning environment. IE addresses the

educational needs of learners in anon threatening and supportive learning environment. There
is respect for diversity. Inclusive respect involves valuing others and treating them well,
recognizing the contributions they make to a community because of their individuality as well
as through their positive actions. It does not mean deferring to people because of their position
of status or authority. ‘Diversity’ includes seen and unseen differences and similarities between
people: diversity is about difference within a common humanity.

In this 21st century, the world must know how to lessen and put down barriers between
able-bodied and disable-bodied individuals, fortunate and less fortunate individuals, any nationality
or ethnicity, and from progressing country or developing country – All have their own choices to be
called as ONE.

The society requires people who have the heart to embrace change. To be inclusive in
different fields – in the school system or in the community itself – one must consider the rights of
every living soul. Freedom of oneself should not be overly interpreted as it is. In other words,
exercising freedom entails precautions not to create chaos, instead it aids to the voiceless and
powerless being. Justice, Equality, Equity, and Fairness are essential living philosophies for each
thriving individuals to co-exist.

Read other principles of inclusive education in www.tanenbaum.org

Prof.Ed. 4: Foundation of Special and Inclusive Education

APPLY

Instruction: Explain and relate the following quotation in the context of social equity. Cite an actual
scenario wherein social equity is applied in your community or you’ve observed in the Philippines
through watching news.

1. “If equality is the end goal, equity is the means to get there.”

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“The route to achieving equity will not be accomplished through treating everyone equally. It will
be achieved by treating everyone justly according to their circumstances.”
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2. “The route to achieving equity will not be accomplished through treating everyone equally. It will
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achieved by treating everyone justly according to their circumstances.”
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I have a dream that one day this nation will rise up and live out the true meaning of its creed:
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“We would hold these truths to be self-evident, that all mean are created equal.” By Martin Luther
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King Jr.
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ASSESS
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Instruction: Assess the following situations and determine whether it shows Social Justice (SJ) or
Social Injustice (SI). Write your answer on the blank provided before the number. (5 points each)
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______1. A person passing through a road was accidently sideswipe by a vehicle due to his
recklessness. Under the law, the person driving the vehicle was at fault even if he was on the right
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lane.
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______2. Between applicant A and applicant B, applicant A was hired due to his close connection
to the employer.
______3. During the listing of qualified household for the financial assistance, the barangay official
prioritizes the people whom he has close relationship with even if they are not qualified for the
financial program.
______4. Few concerned citizens complained to the LGU about the improper segregation of
garbage in their community. The LGU acted immediately on the matter.
Prof.Ed. 4: Foundation of Special and Inclusive Education

______5. The vendor wrongly gave the money change to the couple, who recently bought goods
from her. The couple then realized to give back to the vendor the extra change they received.
______6. During the awarding ceremony, the host wrongly announced the winner. He then
immediately acknowledges his mistake and restate the real crown holder and the crowd applauded.
______7. Someone inserted in the line to the ATM. The security officer noticed it and justly called
the attention of the person to follow the bank policy.

Activity 2. Instruction: Write √ if the statement pertains social equity and write X if it’s not in social
equity context: (2 points each)

______1. The LGU indicates what day and time the waste management utility will collect all the
segregated garbage in each household.
______2. The community leaders hire translators to attend the meeting or offer an additional
meeting held in another language.
______3. A city cuts the budget for 25 community centers by reducing the operational hours for all
centers by the same amount and at the same times.
______4. The computer labs in lower income neighborhoods have more computers and printers,
as well as longer hours of operation, as some students don’t have access to computers or the
internet at home.
______5. A homeroom meeting, where all members of a particular community were invited to
attend on educational matters of their children was held in English medium though English is not
the primary language of almost 75% of the residents.
______6. Some of the public schools in the locality have computer laboratory. However, users are
only allowed to stay in a limited time and use it with same length of hours.

Activity 3. Instruction: Read the question below and state your answer briefly yet concisely.

1. Personally, which of the mentioned philosophical foundations of inclusive education is the most
compelling for you to believe that inclusive education is an essential aspect of education. Why?

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