Historical philosophical, theoretical, and legal foundations of special and inclusive education

1. PROFED- FSE 2023-2024

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

3. • By having a perspective as to the ideas that underpin special
inclusive education the events that led to it’s current state and
legislation that have hold the nights of learners with disabilitie,
giftedness and talents.

4. • The student teacher can again a better understanding and
appreciation of special and inclusive education

5. The development of special and inclusive
education
Era of extermination Era Of
ridicule
Era of Asylum
Early
Beginnings of
special
education
Special and inclusive
education in the
Philippines

6. Era of extermination

7. ■ During the Greek and Roman Era, people held
such negative views about disability that it was
regarded as a punishment from God, something
that signifies being bad or evil.
■ individuals with disability were labelled as
“defectives” that need to be eliminated from the
society.
■ Thus, it was not surprising that there were
calls for infanticide or that a father had the
right to terminate their child’s life if he or she
happened to be born with a disability.

8. Era of ridicule

9. ■ During the Middle Ages, people lived in rigid caste
systems that discrimination of individuals who were
different from the majority in the society became
apparent.
■ Persons with disability were treated with ridicule in
which they were used as servants or fools “they
were used as clowns” they were mocked for their
deformities and behavior; or may even be ordered
to be put to death.

10. Era of Asylum

11. ■ During the Renaissance Period, the Catholic Church
began accepting persons with disabilities as wards of
state. This was the start of the humane treatment given
to them. They were taken cared for, albeit in isolation.
However, the belief that once disabled always disabled
rendered there individuals as uneducable.

12. Early Beginnings of special
education

13. ■ Being taken cared for can be considered as humane treatment
for persons with disability, a different perspective stipulates
that without education, there is no humanity.
■ Thus, to reinforce equal treatment among all humans, one should
have the right to education regardless of his or her disability.

14. Pedro Ponce de léon
(1578)
First documented experience
about education of deaf
children
Abbé Charles Michel de
I’Epée (1760)
Created the “institut pour
sounds” (institute for deaf)
Louis Braille
invented “Braille script”

15. Pedro Ponce de léon
(1578)
First documented experience
about education of deaf
children

16. Created the “institut
pour sounds” (institute
for deaf)
Abbé Charles Michel
de I’Epée (1760)

17. invented “Braille script”
Louis Braille
Who invented the Braille
script to allow the blind
to read

18. Pioneers In special education
Jean-Marc
itard
Eduard
Seguin
Maria
Montessori
Joseph
Pereire
Samuel
Gridley Howe
Henry
Gogitimate

19. MID- 1700s Joseph Pereire
• “deafmutes” 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.
Jean Marc Itard
• He managed to teach Victor how to identify
common objects, letters of the alphabet, and
the meaning of some words;thus
demonstrating the possibility of teaching
individuals previously deemed unteachable.

20. EARLY – 1800s Samuel Gridley Howe
• was known for his with blind
individuals at the Perkins Schools for
Blind in Boston, while Thomas
Gallaudet put up a school for deaf in
Hartford, Connecticut.
Edouard Seguin, Itard’s student, focused
on teaching individuals with intellectual
disability. Among the institutions he
become 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.

21. Early 20th Century Maria Montessori
• developed techniques and materials that
can be used to teach leaners with
intellectual disability while grace Fernald
developed techniques for providing
remedial education in reading.
The advance I’m special education,in the
united states, negative attitude toward
individual with handicap was still apparent
1920s to 1940s Henry Gogitimate
• child it’s causes and consequences, (1914),
about man who fathered an illegitimate
child, whose descendants became
retarded, and a legitimate child, whose
descendants were of average to above
average intelligence.

22. During 1920s, social and economic hardships Took
away much of the interest about individuals with
handicaps. However, in the 1940s, Alfred Strauss
and Heinz werner Became intrumental In special
education, especially in the field of learning
disabilities through their research on the
neurological basis of learning disabilities.
1950s to 1970s The Important figures in special education during the
this time Samuel. Kirk, who coined the learn
“learning disabilities,” Marianne frostig, newell
kephart, and William Cruickshank, who all contribute
in the progress of special education.
1970s and beyond Special Education started to be recognized as a
formal and identifiable profefession; parents and
advocates also started To acknowledge the rights of
individuals With special needs and importance of
special education; and legislation regarding special
education were created.

23. DEVELOPMENT IN THE LAST CENTURY (1900s)
The biological perspective has gained emphasis, which
led to the medical model that suggests institutional care
be given to individuals with disability. The period of
1900-1950s had also seen the rise Of compulsory
education, leading to a major step toward special and
inclusive education.

24. From special Education to Inclusive
■ This has advantages such as providing them with an environment that understands
and accepts them, having staff trained to attend to their needs, and giving them
individual attention, it also has disadvantages such as it reinforces their being
“disabled;” less is expected Of them segregates them from the community; and provide
la them with less chance to interact with other Children their age.
■ While the medical definition focuses On pathology, the social definition considers the
context and environment in the manifestation of disability.
■ First is the ethics and moral pressure, which was Reinforced by association, laws, and
increased awareness (Universal Declaration of human rights (1948) UN convention on
the rights of the Child (1939) world opportunities For person with disability (1993)
UNESCO Salamanca statement and framework for action (1994) and Dakar framework
For Action (2000), among others).
■ The (normalization), to educate children with disabilities alongside those Who do not
have (least restrictive environment), to let them engage with others of the same age
and other social characteristics (social validation), to allow them to adapt only when
necessary and to increase their participation and success (principles of adaption),and
to allow them integrate physically, socially, and pedagogically (mainstreaming,
inclusion) (integration).

25. Special And inclusive Education in the Philippines
■ When the recently history of the develop of education in the Philippines is
examined, some noteworthy milestones can be identified as attempts to provide
equal access to education for all learners.
■ 1907- The insular school for the deaf and blind was established.
■ 1960- Programs for the gifted were developed.
■ 1977- The position for undersecretary for education and culture for Non-formal
Education (P.D 1139) was created.
■ 1983- BP 344 or the Law to Enhance Mobility of disabled persons.
■ 1987- The Philippine Constitution ( Article XIV, sections 1 and 2).
■ 1989- Proclamation 480 declares the Period 1990-1999 as the “Decade of
Education for All”
■ 1990- World Declaration on For All.
■ 1992- RA 7277 Magna Carta For the Disabled Persons.
■ 1992- RA 7610 Special Protection Against Abuse, Exploitation and
Discrimination Act.

26. ■ 1994 - Salamanca Statement on the Education of Children with Disabilities.
■ 1996 – Four pillars of Learning ( Leaning the Treasure Within — report to UNESCO of the
international Commission on Education for the 21th Century.
■ 1997 – RA 8371 The Indigenous People’s Right Act.
■ 2000 – The Dakar framework for Action — Education for All.
■ 2001 – RA 9155 Governance of basic education Act
■ 2004 - EO 356 Renaming the Bureau of Non- Formal Education to Bureau of Alternative
Learning System.
■ 2004 – DepEd Order 51, series of 2004 Standard Curriculum for Elementary Public
Schools Private Madaris.
■ 2006 – UN Convention on the Rights of Persons with Disabilities.
■ 2006 – The Philippine Education for All (EFA) 2015 National Action plan.
■ 2006 – RA 9344 The Juvenile Justice and Welfare Act.
■ 2007 – UN Declaration on the Rights of indigenous Peoples.
■ 2007 – RA 9442 An act Amending RA 7277 Magna Carta for Disabled Persons.
■ 2008 – Pantawid Pamilyang Pilipino Program (4Ps).

27. ■ 2009 – DepEd Order 74, series of 2009 Institutionalizing Mother Tongue – Based
Multilingual Education (MLE).
■ 2009 – RA 9710 The Magna Carta of Women.
■ 2010 – DepEd Order 22, series of 2010 Mainstreaming and Institutionalization on
Madrasah Education Program by Transferring it’s Developed Components to the
Bureau of Elementary Education and Regional and Division Offices.
■ 2011 – DepEd Order 62, series of 2011 Adopting the National Indigenous
People’s (IP) Education Policy Framework.
■ 2011 g DepEd Order 103 --,series of Creating of Indigenous People’s Education
Office.
■ 2012 – RA 10157 Kindergarten Education Act.
■ 2012 – DepEd Order 83, series of 2012 Implementing Guidelines on the Revised
School –Based Management (SBM) Framework, Assessment Process And Tool
(APAT).
■ 2013 – RA 10533 Enchanted Basic Education Act.
■ 2013 – RA 10361 Domestic Workers Act or Batas Kasambahay.

28. ■ 2016 – Senate Bill 1298 The Individuals with Disabilities Education
Act (IDEA).
■ 2016 – Senate Bill 996 Inclusive Education for Children and Youth
with Special Needs Act.
■ 2017 – DepEd Order 42, series of 2017 Philippine Professional
Standards for Teachers.
■ 2017 – CHED Memo 74-77, series of 2017 Policies, Standards, and
Guidelines for Bachelor of Elementary Education (BEEd), Bachelor
of Secondary Education (Based), Bachelor of Early Childhood
Education (BECEd), and Bachelor of Special Needs Education
(BSNEd), all with a required Professional Education course of
Foundation of Special and Inclusive Education.

29. Recent Legislation in the Philippines supporting
inclusive Education
■ Section 8, DepEd Order No. 43, series of 2013 : IRR of RA 10533
or the Enchanted Basic Education Act of 2013 is a policy that
recognize the Inclusiveness of enchanted basic education, and
thus, stipulates the implementation of programs animing to
address the physical, intellectual, psychological and cultural needs
of all leaners, individual.
Senate Bill 1414: Bill of the Inclusive Education
For Children and Youth with Special Needs
• Has been put forth in the Philippines congress . This is in response
to this growing number of students with Disabilities, giftedness, and
talents in the Philippines whereas there is a lack of access to
centers and institution that provide them with special education and
cater to their different needs.

30. Senate Bill 1298, The Individuals with
Disabilities Education Act of 2010 (IDEA)
■ This Act ensures that free appropriate pubic 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 professional available
to meet The needs of these children.
Senate Bill 996, inclusive Education for Children
and Youth with Special Needs Act of 2016.
• It ensures that such SPED Centers will be equipped with resources such as
facilities and personnel, especially special education and Youth with
Disabilities, giftedness, and talents.

31. DepEd Order No. 42, series Of 2017, National
Adoption and implementation Of the Philippines
Professional Standards for Teachers (PPST)
• To set out clear expectations of teachers along the different stages of their careers,
encourage teacher 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.
CHED Memo 74-77, series of 2017 policies, standards, and
Guidelines for Bachelor of Elementary Education (BEEd),
Bachelor of Secondary Education (Based), Bachelor of Early
Childhood Education (BECEd) and Bachelor of Special Needs
Education (BSNEd)
• A professional Education course of Foundation Of special and inclusive education
be taken by all teacher education students in order to ensure that all teacher have
the basic knowledge in handling learners with disabilities, giftedness and talents.

32. The DepEd Order 21, series of 2019 or the
policy guidelines on the K to 12 Basic Education
Program
■ Inclusion in this policy is the core principle, the key standard and
the principle of the curriculum, where the right to 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 System (ALS).

33. THANK YOU AND THAT’S ALL
JARED C. BARBOLINO
VAN FRANCIZ D. BORRINAGA
BSED- 1 MATH