Historical, Philosophical,

Theoretical, and Legal

Foundations of Special and
Inclusive Education
Slide Title

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ERA of EXTERMINATION
Roman Era
• People held such negative • Individuals with disability
views about disability that it were labelled as “defectives”
was regarded as a punishment that need to be eliminated
from GOD from the society
• Something that signifies being • There were calls for
bad or evil infanticide or the Father had
the right to terminates their
child’s life if she /he happened
to be born with a disability
ERA of EXTERMINATION
Roman Era
• The same discriminatory • A disabled person was denied
treatment was also apparent some rights (ex. Being
during the early Christian era prohibited to enter sacred
places)
• Since the Old Testament, man • Perspective changed as the
is supposedly created by God New Testament presented
in his own image, disability Jesus being helpful to persons
was viewed as an impurity with disability
ERA of RIDICULE
Middle Ages
• People lived in rigid care
• Used as clowns
systems that discrimination of
individuals who were different • Mocked for their deformities
from the majority in the and behavior
society became apparent. • May even be ordered to be
• Persons with disability were put to death
treated with ridicule they
were used as servants or fools
ERA of ASYLUM
Renaissance Period
• Catholic Church began
• Albeit in isolation
accepting persons with
disabilities as wards of • The belief that once
state. disabled always disabled
rendered these individuals
• Start of humane treatment
as uneducable.
given to them
• They were taken cared for
PERSPECTIVES ON EDUCABILITY IN THE EARLY
BEGINNINGS OF SPECIAL EDUCATION

Without education there is no humanity

• Pedro Ponce de Leon (1578) • Louis Braille (1829)
-who provided education to -who invented the Braille script
deaf children from nobility to allow the blind to read
• Abbe Charles Michel de
l’Epee (1960)
-who put up an institute for
the deaf
 Timeline of Events, Persons,and Ideas that shaped
the Early History of Special and Inclusive Education

Joseph Pereire showed interest in a group of individuals called “deafmutes’,

Mid -1700s who were generally believed to be unteachable
-using simple sign language and a machine he invented
-he systematically taught them to do simple arithmetic calculations
-1st attempts at demonstrating how individuals with handicaps can be taught
through special education

Jean Marc Itard was known for his work on intellectual disability
-well-known for the case Victor, the wild boy of Aveyron
-a child reportedly found wandering naked in the woods and raised by animals
-identify common objects,letters of the alphabet, meaning of some words
 Timeline of Events, Persons,and Ideas that shaped
the Early History of Special and Inclusive Education
Special education program 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

Early 1800s Thomas Gallaudet put up a school for the deaf in Hartford ,Connecticut

Edouard Seguin, Itard’s student focused on teaching individuals with

intellectual disability
-He involved with were Hospice des incurables in France, Pennsylvania
Training Schools for Idiots in the United States
-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
Maria Montessori developed techniques and materials that can be used to
teach learners with intellectual disability

Grace Fernald developed techniques for providing remedial education in

reading
Early 20th
Century

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
Henry Goddard published a famous study on the Kallikak family, about a man
who fathered an illegitimate child, whose descendants became retarded
-a legitimate child, whose descendants were of average to above average
intelligence
-this was highly criticized it reinforced negative attitudes toward individuals
1920s to 1940s with special needs.

During 1920s to 1930s social and economic hardships took away much of the
interest about individuals with handicaps

Alfred Strauss and Heinz Werner (1940) 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
-create more positive attitude and available funding for special education
-Head start which promoted early intervention for children who were at risk of
becoming handicapped
1950s to 1970s Samuel Kirk who coined the term “learning disabilities”
Marianne Frostig, Newell Kephart and William Cruickshank who all
contributed in the progress of special education

Special Education started to be recognized as a formal and identifiable

profession
Parents and advocates also started to acknowledge the rights of individuals
1970s and
with special needs and importance of special education
beyond
-legislation regarding special education were created
-exclusion and discrimination against handicapped students became a focus
of litigation and legislation
From Special Education to Inclusion
World Health Organization (WHO,
1996)differentiated among the terms
• impairment, which refers to a physical or mental
defect at the level of a body system or organ
• Disability refers to person-level limitations in
physical and psycho-cognitive activities
• Handicap refers to social abilities or relation
between the individual and society
From Special Education to Inclusion
-from a tradition of segregation , education of
LSENs has moved to inclusion.
3 kinds of pressures:
1. Ethics and moral pressure-which was reinforced
by associations, laws, and increased awareness like
Universal Declaration of Human Rights( 1948)
2. Conceptual Pressure-which comes from the need
to treat individuals as normally as possible; to
educate children with disabilities alongside those
who do not have ;let them engage with others of
the same age and other social characteristics
3. Economic pressure-puts scrutiny on the
effectivity and cost special education entails.

- This led to the move toward inclusion , which

brings support services to the child rather than the
child to the support services
Key Developments in the Practice of
Inclusive Education in the Philippines
Key Developments in the Practice of
Inclusive Education in the Philippines
Key Developments in the Practice of
Inclusive Education in the Philippines
Key Developments in the Practice of
Inclusive Education in the Philippines
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.
Special Groups:

1. Gifted and talented learners

2. Learners with disabilities
3. Muslim learners
4. Indigenous peoples
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
-This is in response to the growing
number of students with disabilities,
giftedness and talents in the Philippines.
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.
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 small
divisions.
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 .
CHED Memo 74-77, series of 2017 Policies, Standards and
Guidelines for BEEd, BSEd,BECEd and BSNEd

.require that a Professional Education course

of Foundation of Special and Inclusive
Education be taken by all teacher education
students in order to ensure that all teachers
have the basic knowledge in handling learners
with disabilities, giftedness and talents.
DepEd Order 21, series of 2019 (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
-right to every Filipino to quality, equitable, culture based
and complete education are promoted through existing
programs such as SpEd, Indigenous Peoples Education,
Madrasah Education and Flexible Learning options
Homework #1 (30pts)
If you were a policymaker , what policies would
you propose for learners with disabilities,
giftedness, and talents? Write a short persuasive
essay regarding your proposed policies . Indicate
your rationale for proposing such policies and
provide support from literature.