CED DIP PED16 Module

Foundation of Special and Inclusive Education
PED 16
Merlyn N. Luza
by
Merlyn N. Luza
and
Jose Rizal Memorial State University
Copyright © 2020 Merlyn Luza
All rights reserved. No part of this course module may be reproduced or used in any
manner whatsoever without the express written and permission of the author except for
the use of brief quotation in a book review.
ISBN: _____________
Page and cover designed by: _______________________
First Edition, 2020
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza S. Sta. Cruz, Dapitan City, 7107
jrmsu_univpress@yahoo.com
Course Introduction
Course Description
The Technical Committee on Special Education respectfully proposes a change in

the program name from Bachelor of Special Education to Bachelor of Inclusive and
Special Needs Education. The Convention on the Rights of Persons with Disabilities
(CRPD) was signed by the Philippines in 2006 and ratified by Philippine Congress in
2008. As a signatory to the CRPD, the Philippine government shall ensure access of
persons with disabilities to an inclusive system of education. This entails providing
educational support and reasonable accommodations to students with disabilities in the
context of general education. The practice of special education is no longer limited to
special education centers but to general/regular education classrooms as well, where
students with disabilities learn side by side with non-disabled peers.
The CRPD states that the government “shall take appropriate measures to
employ teachers, including teachers with disabilities, who are qualified in sign language
and/or Braille, and to train professionals and staff who work at all levels of education.
Such training shall incorporate disability awareness and the use of appropriate
augmentative and alternative modes, means and formats of communication, educational
techniques and materials to support persons with disabilities.” The proposed change in
nomenclature shows that the terms -- ‘special education’ and ‘inclusive education’ are
not synonymous.
Special education emanates from a medical view of disability and focuses on

correcting deficits of persons with disabilities to enable them to function effectively in
society. Both views are prominent in the education of persons with disabilities in the
Philippines. This proposed course addresses the need to prepare teachers to handle
students with disabilities in both segregated and inclusive settings. The practice of
inclusive and special needs education does not only include students with disabilities.
Gifted and talented students are also included as one of its target populations. To use a
more descriptive but non-stigmatizing term, the Technical Committee on Special
Education also proposes the use of the term ‘students with additional needs’ to refer to
students with disabilities and those are gifted and talented. This is in recognition that all
students with or without disabilities have common needs but some of them will have
additional needs.
Inclusive education, on the other hand stems from the view of disability as
resulting from the interaction between the environment and the condition of the person
with disability. Resulting interventions under inclusive education focus on adjustments in
the learning environment as well as teaching strategies that include persons with
disabilities in general/regular classrooms.
Course Outcomes
The author prompted that graduates have the ability to demonstrate knowledge,
skills and dispositions under the following domains: a. Basic/Foundation: Provide
respectful and meaningful learning experiences and collaborative opportunities for
students with additional needs and their families. b. Learner Development and Individual
Learning Differences: Respond effectively to educational needs of students with
additional needs. c. Learning Environments: Create safe, inclusive, culturally responsive
learning environments for students with additional needs. d. Curricular Content
Knowledge: Use knowledge of general and specialized curricula to individualize learning
for students with additional needs. e. Instructional Planning and Strategies: Use
evidence-based instructional strategies to maximize learning opportunities for students
with additional needs. f. Assessment: Use multiple methods of assessment and multiple
data sources to make sound educational decisions for students with additional needs. g.
Professional Learning and Practice: Demonstrate reflective thinking and professional
self-direction.
Intended Users
These program outcomes are aligned with preparation standards for special
educators by the Council for Exceptional Children, an international professional
organization of educators of students with exceptionalities or additional needs. Common
to a horizontal type as defined in CMO 46, s. 2012 a. Graduates of professional
institutions demonstrate service orientation in their profession b. Graduates of colleges
participate in various types of employment, development activities, and public discourse,
particularly in response to the needs of the communities they serve c. Graduates of
universities participate in the generation of new knowledge in research and development
projects Draft as of Aug 1, 2016. Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development
plans” (RA 7722).
Components (Modules)
Module 1 – Special Education
Unit 1 – Historical Perspectives of Disability and Education Inclusive Lives, and

Definition of Special Education
Module 2 – Inclusive Education
Unit 2 - Inclusive Education and its Benefits
Special Features
In Special and Inclusive Education, the schools are accepting unconditionally all
children into regular classes (online and modular classes) providing as much support to
children, teachers and schools as necessary to ensure that all children can participate in
their classes.
The advent of the 21st century requires new perspective and directions in special
education to meet the needs of the disadvantaged children against the persistent
challenges and demands of the new millennium.
This is a gender sensitive instructional material where gender equality is a human

right which everyone benefits from it. It prevents violence against women and girls and
it’s essential for economic prosperity where societies value women and men as equal,
thus, it impacts people of all ages and backgrounds.
Words of Encouragement
A unique cross-disciplinary critique of the Foundation of Special and Inclusive

Education covers legal, conceptual, medical, neuropsychological, social, behavioral,
cognitive, psychotherapeutic, psycholinguistic, technological and pedagogical
foundations which provides examples of how each provides insights or practical
contributions to special education generally and to specific disabilities and disorders in
particular. This learning module delivers information across all major types of
disorder/disability, creating a must-have reference for anyone involved in special
education training, research or teaching.
Republic of the Philippines

The Premier University in Zamboanga del Norte
COLLEGE OF EDUCATION
Program: BSED
Department: College of Education
Instructor/Professor: Dr. Merlyn N. Luza
COURSE SYLLABUS
Syllabus Code- PED 16
Pre-Requisites: Course Code PED 16

Unit of Credit:
No. of Hours: Course Title FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
PHILOSOPHY Jose Rizal Memorial State University adheres to the principle of dynami
and humane society.
VISION A dynamic and diverse internationally recognized University

MISSION Jose Rizal Memorial State University pledges to deliver effective and ef
instruction, production and extension.
It commits to provide advanced professional, technical and technopreneu
highly competent, innovative and self-renewed individuals.
GOALS Jose Rizal Memorial State University focuses on developing graduates w

can: E - xhibit relevant and responsive competencies across disciplines t
X - enial delivery of services;
C - ommunicate ideas proficiently in both written and spoken forms;
E - ngage in lifelong learning;
L - ead effectively and efficiently amidst socio-cultural diversity;
L - ive up the challenges of the global community;
E - mbody professional, social and ethical responsibilities;
N - urture a harmonious environment;
C - onserve and promote Filipino cultural heritage; and
E - valuate their contribution to the local and global communities.
Graduate Attributes of 1. Globally Competitive 4. Innovative

Ilustrado Tribe (GAIT) 2. Industry Relevant 5. Service-Driven
3. Effective Communicator 6. Life-long Learner
Program Outcome/s 1. Exhibit in-depth understanding and adaptation in all learning areas se
rapidly changing, interconnected world, where sensemaking and collabo
2. Demonstrate value-based attributes of a teacher in an industry-focused

and practical skills.
3. Manifest effective communication skills in appropriate situations, dem
use appropriate technologies to facilitate learning & teaching.
4. Utilize appropriate assessment and evaluation tools relevant to specifi
and effective assessment competencies and outcomes.
5. Exhibit comprehensive pedagogical content knowledge in all learning
learning and self-efficacy.
6. Manifest a desire to continuously acquire personal growth and improv
the rapidly changing professional practices.
Course Description Foundation of Special and Inclusive Education
Course Learning Topics References Learning Activities Learni

Outcomes Outcomes Materi
1. Express and Special Education, Cherry, K. (2020, Cooperative learning Online M
Demonstrates differentiate defined June 23) Platform
the dynamism theories of child
needed in and adolescent Output presentations Learning M
various development and
situations to principles of
apply the learning. Panel/Expert
attributes of Special Education
the VMGO. Guide. (2014, KWL
Oct.14)
Case Study
Individualized
Education Program
Plan (IEP)
Individuals with
Disabilities Tremblay, P.
2. Create a vlog that Education Act (2007,
Demonstrat will identify and (IDEA) November)
es cultural utilize evidence
disability-and based practices to
gender maximize student CMO 46, s, 2012
sensitivity learning outcomes
for students with Free Appropriate
disabilities. Public Education
(FAPE)
Special Education
Characteristics,
Objectives, Principles
3. Make a slogan Foundations of https://www.speci

Demonstrat showing Special Education al
es an recognition of educationguide.c
understandin legal rights of Evidence-based om /pre-k
g of typical disabled students.. educational 12/inclusion/wh
and atypical ats
learners by inclusion-theory
facilitating practices and-practice/?
their learning
in
Inclusive
Education
different Beliefs and Principles

learning
environments.
4. Grow and adapt to https://www.very

Demonstrate the demands of Key Features of wel
an schooling for the Inclusive Education lmind.com/child-
understandi 21st century skills development-
ng of theories-2795068
appropriate The Benefits of
instructional Inclusive Education
materials and
methods for
students with
high and low Differentiated
incidence instruction increases
disabilities student engagement
and the
accommodat Types of
ion s that
can be Disabilities
made for
them in Education for All
general
education Problems faced by
classrooms. Them
.
Aims and Objectives
of Inclusive
Education
5. Discuss Observes the
principles of learners as he/she Principles of
educational relates to others Inclusive education
assessment and the
for special environment and Need and Importance
and inclusive determines his/her of Inclusive
education, educational needs education
including in the light of
testing bias, his/her nature Process of Inclusive
sensitivity to and learning Education
cultural and characteristics
language Barriers in Inclusive
factors, and Education
the
importance of Reforms in
adaptations Curriculum
for English
language Design of Classroom
learners for Inclusive
(ELL). Education
6. Analyze Provide authentic Supportive Services

classroom tasks involving ill-
and student structured data to
needs in encourage
organizing reflective thinking
and planning during learning
instruction for activities.
special
populations,
including the
design of
accommodati
on s and the
use of
assistive
technologies.
7. Demonstrate the
Demonstrate relationship
an between rhetoric
understandin and paradigm
g of shift
strategies for
increasing
students'
positive
behaviors
and
promoting the
social
integration of
students with
special needs
in general
education
classrooms.
References: Example
Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. New York, NY: Routledge.
Finlayson, K. (2008). Qualitative meta-synthesis: a guide for the novice. Nurse Researcher,
59-71.
Hesse-Biber, S., & Johnson, B. (2015). The Oxford handbook of multimethod and mixed methods
research inquiry. NY: Oxford University Press. Jensen, L., & Allen, M. (1996). Meta-synthesis
of qualitative findings. Qualitative Health Research, 553-560.
Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on Qualitative Methods. Nursing &
Health, 365-371.
GRADING PLAN (Example)
The term grade is computed using the formula:
40% - Performance (e.g. Research Proposal – 15%; Completed Research – 25%)

30% - Major Requirements (Oral Presentation of Completed Research – 20%; Policy briefs –
10%)
30% - Formative Assessment (Submission of FA activities – 20%; Student Enagagement – 10%)
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade (if applicable)
CLASSROOM RULES OF CONDUCT (Sample statements. Note: This is not a

comprehensive list of classroom rules)
1. Course requirements must be submitted on time.

2. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not
only using another’s words, but another’s specific intellectual posts in social media.
Assignments must be done independently and without reference to another student’s work. Any
outside sources used in completing an assignment, including internet references must be fully
cited on any homework assignment or exercise.
3. All students should feel free to talk to the instructor face-to-face or through media during
office hours.
4. Academic accommodations are available for students with special needs. Students with special
needs should schedule an appointment with the instructor early in the semester to discuss any
accommodations for this course.
Prepared: Noted: Noted:
MERLYN N. LUZA, EMD,JD GEMMA S. OROSCA ELENITA M. RE

Associate Professor Program Chair, BEED Ed.D. College D
Date: 11 August 2020 Date: Date:
Date Revised: _____________
LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose Rizal
Memorial State University in the implementation of Flexible Learning System. Specifically, I
commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of COVID,
specifically to stay home, to observe physical distancing and the use of face masks when
interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary learning
activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less risky place
and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled courses.
5. That I commit to do all the learning activities diligently, following deadlines and the learning
guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly. 7. That I
shall initiate in giving feedback to my instructor at least once every two weeks.
8. That I shall not reproduce or publish any part of the learning package content without the
written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.
Form No. F16: Summative Assessment Plan
Background:
This form aims to document the summative assessment strategies that a teacher deems appropriate to the course being taught and its corres
are methods used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional perio
Summative assessments are requirements across all courses in JRMSU. Please refer to the JRMSU Handbook on Flexible Learning for the guid
Instructions:
This form is integral to the flexible learning package. This means that every learning package must come with a summative assessment plan.
1. In Column 1, enter the specific course outcomes that each assessment aims to attain. These were formulated in Form F12.
2. In Column 2 enter the title of the assessment.
3. In Column 3 enter a brief yet concise decription of the assessment. A detailed description must be indicated in Form F17. A list and descrip
found in the JRMSU Handbook on Flexible Learning and in the Online Catalog of Learning Outcomes.
4. In Column 4 enter the specific scoring guide or standards to rate the students. For performance-based assessments, this may be in a form o
indicate the passing mark and other scoring factors.
5. In Column 5 enter the weight assigned to the assessment relative to the overall grade that learners may get for the course. This is expresse
Course Title:
Course Code:
SY/Sem: S.Y. 2020-2021/ 1st Sem
PED16
No Course Outcomes Title of Assessment Description Scoring/Grading Standard Weight (%) in Final Grade
1 Demonstrate the dynamism
needed in various situations to
apply the attributes of the VMGO.
2 Demonstrate an understanding of One-Pager Instructions One way of responding to a piece of writing on a single
relevant federal and state sheet of paper. It represents the student's own written and
legislation, regulation and policies graphic interpretation of what they have read. This helps
that pertain to the development the reader to visualize what they are reading.
of educational programs for
students with special needs,
including major categories of
disabilities.
3 Discuss the concept of least Quizzes It identify gaps in knowledge, helps children to concentrate
restrictive alternatives and examine and this build confidence in them.
the research and rationale for
inclusive education.
4 Demonstrate an understanding of Vlog This provideds accurate media for presenting an otherwise
appropriate instructional materials long stories or presentations in very simple and attractive
and methods for students with high manner. It promotes deeper understanding especially for
and low incidence disabilities and people who do not have a reading habit.
the accommodations that can be
made for them in general education
classrooms.
5 Discuss principles of educational Oral Exam It is an open-ended test where the students lead a discussion
assessment for special and with the teacher. Students are required to use conversation
inclusive education, including skills that they have learned throughout the course.
testing bias, sensitivity to
cultural and language factors,
and the importance of
adaptations for English language
learners (ELL).
6 Analyze classroom and student Major Written Exams It is the process of learning and a great way to assess what
needs in organizing and planning the students have learned with regards to particular
instruction for special populations, subjects.
including the design of
accommodations and the use of
assistive technologies.
7 Demonstrate an understanding of Portfolios It is an alternate form of assessment from traditional paper

strategies for increasing students' -and pencil test. This is an overall mastery of skills and
positive behaviors and promoting improvement of the students with the use of checklist.
the social integration of students
with special needs in general
education classrooms.
Please attach to this form copy of the instructions for each assessment strategy (Form F17). For products and
performance-based assessments, please attach the evaluation rubrics. For quantitative tests, please attach the questionnaire
and corresponding answer key.
Prepared by (Name):
MERLYN N. LUZA
College/Department:

Form No. F17: Summative Assessment Instructions to Learners
VLOGGING
PROFESSIONAL EDUCATION
PED 16
Introduction and Rationale:
Using a vlog to demonstrate an idea also gives students the ability to watch and listen to the videos as many times
as they want. It also gives parents an opportunity to see what their child is learning in school. Vlogging builds trust
with our students. It gives them something to look back at, keeps them creative
and it helps improve their speaking ability. This also builds relationships and demonstrates students' knowledge or
expertise.
The reason why the author use vlogging as one of her assessment tool is that vlogging nowadays is so influential
because it gives a sense of transparency in communication to our students, deviating from a lot of time thinking up a
unique tutorial or unboxing ideas.
DIRECTION: Creating a Vlog (assessment)

Create a vlog to expand your evidence-based knowledge on condition outside the ones that directly affect our small
family, as well as be inspired by some of the most motivating individuals in the disability community. Upload your
videos to our Google Classroom class.
MERLYN N. LUZA
Assessment Rubrics
Module 1:
Rubrics for the PRETEST

Features 1-5 Below 6-10 Basic 11-15 16-20 Goal
Basic Proficient
1 2 3 4
Quality • Piece • Piece • Piece • Piece
of had no had little was was
Writing style or style or written in written in
voice voice an an
• Gives no • Gives interestin extraordin
new some g style ary style
informati new and and voice
on and informati voice • Very
very on but • Somewh informativ
poorly poorly at e and
organize organize informati well
d d ve and organized
organize
d
Gram • So many •A • Few • Virtually

ma r, spelling, number spelling no
Usage punctuati of and spelling,
& on and spelling, punctuati punctuati
Mechani grammat punctuati on on or
cs ical on or errors, grammati
errors grammat minor cal errors
that it ical grammat
interfere errors ical
s with errors
the
meaning
Rubrics for VLOG MAKING

Features 1-5 6-10 Basic 11-15 Proficient 16-20 Goal
Below
Basic
1 2 3 4
Commu Commu Communicati Good Excellent

nic ation nic ation on and communicati communicati
skills interaction on skills. on skills.
are poor. with camera Student Student
are weak. speaks speaks clearly,
somewhat and is
clearly. pleasant to
listen to and
watch.
Visual Recordi Some footage Most footage is Footage is

Content ng is of is of high above average consistently of
low quality in quality. high quality.
quality. and some is not.
Format The post The post is The post The post
does not missing either includes either includes the
include the URL the URL URL address
the URL address or address or and title of the
address title of the title of the Vlog. Post is
and the Vlog. Format Vlog, but not formatted and
title. The or label is both. Post is labeled
format of not formatted but correctly.
the included. not labeled.
reflection
was not
followed.
Outline Outline is Outline is fair, Outline is Outline is

poor and with needed somewhat organized and
in need improvement. organized. easy to read.
of Some of the Most of the Each of the
great ideas/reflectio ideas/reflectio ideas/reflectio
improve ns/ events are ns/ events are ns/ events are
me nt. included in included in included in
the Vlog. the Vlog. the Vlog.
Rubrics for SLOGAN MAKING

Features 1-5 Below 6-10 Basic 11-15 16-20 Goal
Basic Proficient
1 2 3 4
Craftsmanship The slogan The slogan The slogan The slogan

is is is is
distractingly acceptably attractive in exceptionall
messy. attractive terms of y attractive
though it neatness. in
may be a Good terms of
bit construction neatness.
messy. Well-
and not constructed

very and not messy.
messy
Creativity The slogan Slogan is Slogan is Slogan is

does not creative creative and exceptionall
reflect any and some a good y creative.
degree of thought amount of A lot of
creativity. was put into thought was effort was
decorating it. put into used to
decorating it. make it.
Originality No use of Average Good use of Exceptional
new ideas use of new new ideas use of new
and ideas and and ideas and
originality to originality originality to originality to
create slogan. to create create slogan. create a
slogan. slogan.
Grammar There are There are 2 There is 1 There are

more than 2 grammatic grammatica no
grammatic al l mistake in grammatic
al mistakes the slogan. al
mistakes in mistakes in
in the slogan. the slogan.
the slogan.
Module 2

Features 1-5 Below Basic 6-10 Basic 11-15 Proficient 16-20 Goal
1 2 3 4
Quality • Piece had • Piece had • Piece was • Piece was

of no style or little style written in written in
Writing voice or voice an an
• Gives no • Gives some interesting extraordinar
new new style and y style and
informatio informatio voice voice
n and very n but • Somewhat • Very
poorly poorly informativ informative
organized organized e and and well
organized organized
Grammar • So many • A number • Few • Virtually no

, Usage spelling, of spelling, spelling spelling,
& punctuatio punctuatio and punctuation
Mecha n and n or punctuatio or
nic grammatic grammatic n errors, grammatical
al errors al errors minor errors
s
that it grammatic
interferes al errors
with the
meaning
Rubrics for the Activity 1

1 2 3 4
organized organized

al errors al errors minor errors
s
that it grammatic
with the
meaning
Foundation of Special and Inclusive
Education PED 16
Merlyn N. Luza
ii
by
Merlyn N. Luza
and
Copyright © 2020 Merlyn Luza
All rights reserved. No part of this course module may be reproduced or used in any
manner whatsoever without the express written and permission of the author except for
the use of brief quotation in a book review.
ISBN: _____________
Page and cover designed by: _______________________
First Edition, 2020

Gov. Guading Adaza S. Sta. Cruz, Dapitan City, 7107
jrmsu_univpress@yahoo.com
iii
Preface
Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school.
It is about how we develop and design our schools, classrooms, programs and
activities so that all students learn and participate together.
Inclusive education is about ensuring access to quality education for all students
by effectively meeting their diverse needs in a way that is responsive, accepting,
respectful and supportive. Students participate in the education program in a common
learning environment with support to diminish and remove barriers and obstacles that
may lead to exclusion.
It is carried out in a common learning environment; that is, an educational setting
where students from different backgrounds and with different abilities learn together in an
inclusive environment. Common learning environments are used for the majority of the
students’ regular instruction hours and may include classrooms, libraries, gym,
performance theatres, music rooms, cafeterias, playgrounds and the local community. A
common learning environment is not a place where students with intellectual disabilities
or other special needs learn in isolation from their peers.
Special education is specially designed instruction that addresses the unique

needs of a student eligible to receive special education services. Special education is
provided at no cost to parents and includes the related services a student needs to
access her/his educational program.
iv
Acknowledgement
The author wishes to convey her sincere acknowledgement with deep
appreciation and gratitude who in one way or another contributed to the success of this
module.
Dr. Jovelyn M. Cantina, our IMD System Director, for guiding me to be prolific to
finish itching this module;
Prof. Jovito Anito, our FLS Director, for patiently extending his help in giving me
some hints to the different links.
Prof. Gemma S. Orosca, our Program Chair, for the undying checking of the
contents of the module;
Dr. Estella A. Sescon, our IMD College Coordinator, for robbing her precious
moments in the crosschecking of the contents of the module;
Dr. Elenita M. Reyna, our CED Dean, for sharing her wisdom and understanding
for the finalization of the corrected module;
Dr. Daylinda Luz R. Laput, our University President, for her concern and support
and whose thoughtfulness have marked significance;
To my buddy in the Quality Assurance Office, Mr. Ejay Paul Columnas who
undoubtedly and painstakingly shared his expertise in his manipulative encoding skills
from the start to the final draft of this module.
Finally, to her beloved family whose prayers, love and inspirations led her path to
success and who bore with her through the whole ordeal of attaining this document;
Above all, to our HEAVENLY FATHER, for His blessings and spiritual guidance,
for giving her wisdom, courage and determination, and all those named, this module was
completed.
I WISH TO EXPRESS MY HEARTFELT APPRECIATION FOR ALL YOUR

SUPPORT, PATIENCE AND LOVE.
-Merlyn
v
Table of Contents
Title Page i Copyright Page ii Preface iii Acknowledgement iv Instructional

Materials Evaluation Form v
Module 1. Special and Inclusive Education 1
Unit 1: Historical Perspectives of Disability

and Education Inclusive Lives, and
Definitions of Inclusive Education
References 9 Rubrics 10 Index 12 Glossary 13 Answer Keys 14
Unit 2: Introduction to Inclusive Education 15

References 26 Rubrics 27 Index 28 Glossary 29 Answer Keys 30
About the Author 31

Special Education and Inclusive Education 1
Unit 1- Historical Perspectives of Disability and Education

Inclusive Lives, and Definitions of Inclusive Education
This course explores the philosophies, theories and legal bases of special
and inclusive education, typical and atypical development of children,
learning characteristics of students with special educational needs and
practices in the continuum of special inclusive education.
Learning Outcomes
At the end of this unit, you will be able to:
● Express and differentiate theories of child and adolescent development

and principles of learning.
● Create a vlog that will identify and utilize evidence-based practices to
maximize student learning outcomes for students with disabilities.
● Make a slogan showing recognition of legal rights of disabled students.
Pretest
For the pretest, please watch this short film for the Basingstoke and District
Disability Forum raising awareness of all disabilities. After you have watched the video
you can then proceed with the pretest.
Link to the video: https://bit.ly/30ej0QG
In 200 words, share a few things on what you should be aware of about learning
disabilities.
Write your answers on the space provided on the next page. For the rubrics of
this activity, please click on this link https://bit.ly/306FZNt.
DRAFT. NOT INTENDED FOR PUBLICATION (Instructional Use Only)

If you have any questions/clarifications about this section of the module, please
don’t hesitate to email me at merlynluza@jrmsu.edu.ph and/or send me a private
message on our Google Classroom class and/or my Facebook account:
@merlyn.luza.14.
The next section is the content of this unit. It contains vital information of the
topics based on the learning outcomes. Please read the content.

Content
Special education, emanates from a medical view of disability and focuses on

correcting deficits o persons with disabilities to enable them to function effectively in
society. Both views are prominent in the education of persons with disabilities in the
Philippines. This proposed course addresses the need to prepare teachers to handle
subjects with disabilities in bot segregated and inclusive settings.
Inclusive education stems away from the view of disability as resulting the interaction
between the environment and the condition of the person with disability. Resulting
interventions under inclusive education focus on adjustments in the learning environment
as well as teaching strategies that include persons with disabilities in general/regular
classrooms.
Definition and Scope of Special and Inclusive Education.
IEP (Individualized Education Program/Plan) – this include the student’s

current skills, his/her strengths, weaknesses and learning style, what goals will be
targeted within the school year. This entails the participation of everyone involved with
the child’s education. IEP team members include parents of the student, special
education teacher, classroom teacher, therapists even caregivers.
IDEA (Individuals with Disabilities Education Act) – a federal law that was
passed in 1990 and has been amended. This provides children with qualifying
disabilities, from birth to age 21, with the right to a free public education that is
specifically designed to meet their unique, individual needs.
CMO 46 s, 2012 – Policies, Standards and Guidelines for Bachelor of Inclusive

and Special Needs Education
FAPE (Free Appropriate Public Education) – Students with disabilities who

need a special kind of teaching or other help have the right to an education that is not
only free but also “appropriate”, designed just for them.
Special Education Characteristics, Objectives, Principles – (Please click on

this link for the slide presentation: https://bit.ly/3jlgBw9.
Foundations of Special Education
Historical and philosophical beliefs – Special education is “specifically designed

instruction to meet unique needs and abilities of exceptional students. This is relatively
new. Historically, people with disabilities were often placed in hospitals, asylums, or other
institutions that provided, if any, education.

Greek et Roman – Era of Extermination –
• Disability is a “punishment of the gods” – A bad or evil sign

• Individual is what he is, now and forever
• Plato and Aristotle call for infanticide
• Cidero calls for the purity of the race, a society free of “defectives” • Therefore,
someone with a disability resulting from war (soldiers) is taken in charge by the
city
Greek and Roman – Consequences of Philosophy
• Chaining- left on hills to die- thrown off cliffs- locked away- drown •
Father has the right to terminate child’s life
• Deaf, blind children had little more chance
Old Testament
• God created man on his own image

• Disability is an impunity
• A disabled person cannot approach sacred places
New Testament
• Jesus helps disabled persons (ex: blind miracle)

• Disability is less a fault or an evil sign
• Need of assistance, help
• Help them is an occasion for “winning one’s salvation”
Middle Ages – Era of Ridicule
• Rigi caste system- Those with disabilities were:

o Used as servants or fools
o Some were still put to death
o Dwarfs were used as clowns
o Overall, ridiculed for deformities and behavior
Renaissance – Era of Asylum
• Catholic church accepts those with disabilities as wards of state •

Care in isolation
• No education at first, but humane treatment
• Belief: Once disabled, always disabled
Educability
• Without education, no humanity

• There’s no Human and half-human – equality between men

• All knowledge comes through the senses (Johne Loce and Etienne Condillac)
First Experiences
• Pedro Ponce de Leon (1578) – in Spain created the first documented

experience about education of deaf children (from nobility)
• Abbe Charles Michael de I’Epee (1760) in Paris created the “Institut pour
sourds” (Institute for Deaf)
• Louse Braille invented “Braille script” (1829)
Pioneers in Special Education:
• Itard (wild boy)

• Seguin
• Montessori
• Decroly
(Description, goals, works, basis, and materials can be found on

https://bit.ly/30yUwBJ)
Last Century (1900’s)
• Biological emphasis – medical model – institutional care

• 1900-1950’s Compulsory education, Creation of classes or schools for the
mentally retarded, blind, deaf, etc.
• After the 2nd world war: Creation of special education system, organized in
parallel to ordinary system.
Special Needs Education – 4 periods of special needs education:
1. Instruction for pupils with sensory disabilities, many disabled children were
excluded from school
2. Care for the disabled, medical care and rehabilitation. Children segregated
into homogenous groups.
3. The principle of normalization and integration
4. Educational equality and equal education services (inclusion)
Characteristics
1. Special settings (segregation, class, resource room, school)

2. Special children (types, categorization)
3. Special teachers (trained or not, experienced or not)
4. Specialists
Evidence-based educational practices – sometimes take the form of general solutions

such as “individual learning”, early years intervention, metacognition, homework,
peer tutoring and feedback.

Learning Activities
Activity 1: Fill in the table.
Using the slide on https://bit.ly/3jlgBw9, discuss your views about Special

Education vs. Traditional Education.
Special Education Traditional Education
If you have any questions about the activity, don’t hesitate to send me a private message
in Google Classroom class, and/or email me at merlynluza@jrmsu.edu.ph. You can also
message me on Facebook: merlyn.luza.14.
Thank you for completing the task. If you have not completed the task, or have difficulty
in accomplishing the activity, please send me a message to our google class or you may email me
directly at merlynluza@jrmsu.edu.ph.
And now, you are ready to take the assessment.

Assessment
A. Creating a vlog.
Create a vlog to expand your evidence-based knowledge on condition

outside the ones that directly affect our small family, as well as be inspired
by some of the most motivating individuals in the disability community.
Upload your videos to our Google Classroom class. For those taking the
modular learning approach please burn your vlogs on a DVD and submit
it.
B. Creating a slogan
Create a slogan showing recognition of legal rights of disabled students.

Send your slogans to our Google Classroom.
on our Google Classroom class, and/or my Facebook account @merlyn.luza.14. You
can also email me directly at merlynluza@jrmsu.edu.ph.
Congratulations! You did a great job! If you have not completed

the task, or you have difficulty in accomplishing the activity, don’t
hesitate to send me a message on google classroom or email me at
merlynluza@jrmsu.edu.ph. You can also shoot me a DM on my Facebook
account @merlyn.luza.14. You may write your insights or thoughts about
the activity on the space provided found on the next page.
You had just completed this unit. You are new ready to take Unit
2.

Insert insights or thoughts about the activity here.
Developed by:
MERLYN N. LUZA, EMD. JD.

Quality Assurance Unit Head Jose
Rizal Memorial State University

References
Cherry, K. (2020, June 23). Influential Theories About How Children Grow and Develop.
Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
iRubric: Slogan-Making Activity rubric - GX357X4: RCampus. (n.d.). RCampus.
Retrieved July 29, 2020, from
https://www.rcampus.com/rubricshowc.cfm?code=GX357X4&sp=true
Special Education Guide. (2014, October 14). A Guide to the Theory and Practice of Inclusion.
https://www.specialeducationguide.com/pre-k-12/inclusion/whats-inclusion-theory-and
practice/?fbclid=IwAR1kwtJE83xQWTMfMEa5p
yQ5YfUBitS3hrSGZ7VK4gNZ5vVnkGJBzceedI
Tremblay, P. (2007, November). Special Needs Education Basis: Historical and Conceptual
Approach [Slides]. IBE UNESCO.
http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.pdf

1 2 3 4

organized organized

s al errors al errors minor errors
that it grammatic
with the
meaning
Rubrics for VLOG MAKING

Features 1-5 Below 6-10 Basic 11-15 Proficient 16-20 Goal
Basic
1 2 3 4
Communi Communi Communication Good Excellent

cat ion cat ion and interaction communication communication
skills are with camera skills. Student skills. Student
poor. are weak. speaks speaks clearly,
somewhat and is pleasant
clearly. to listen to and
watch.
Visual Recording Some footage is Most footage is Footage is

Content is of low of high quality above average consistently of
quality. and in quality. high quality.
some is not.
Format The post The post is The post The post

does not missing either includes either includes the
include the URL the URL URL address
the URL address or title address or title and title of the
address of the Vlog. of the Vlog, Vlog. Post is
and the Format or label but not both. formatted and
title. The is not Post is labeled correctly.
format of included. formatted but
the not labeled.
reflection

was not
followed.
Outline Outline is Outline is fair, Outline is Outline is

poor and with needed somewhat organized and
in need improvement. organized. Most easy to read.
of Some of the of the Each of
great ideas/reflection ideas/reflection the
improveme s/e vents are s/e vents are ideas/reflection
nt. included in the included in the s/e vents are
Vlog. Vlog. included in the
Vlog.
Rubrics for SLOGAN MAKING

1 2 3 4
Craftsmanship The slogan is The slogan is The slogan is The slogan is

distractingly acceptably attractive in exceptionally
messy. attractive terms of attractive in
though it neatness. terms of
may be a Good neatness.
bit messy. construction Well
and not very constructed
messy and not
messy.
Creativity The slogan Slogan is Slogan is Slogan is

does not creative and creative and a exceptionally
reflect any some good amount creative. A lot
degree of thought of thought of effort was
creativity. was put was put used to make
into into it.
decorating it. decorating
it.
Originality No use of Average use Good use of Exceptional

new ideas of new new ideas use of new
and ideas and and ideas and
originality to originality to originality originality to
create slogan. create slogan. to create a slogan.
create slogan.
Grammar There are There are 2 There is 1 There are no
more than 2 grammatical grammatical grammatical
grammatical mistakes in mistake in mistakes in
mistakes in the slogan. the slogan. the slogan.
the slogan.

STUDENT RECORD
Please fill-up the following data honestly.
ID. No.: _________________________________ Course / Year: ________________

Name: ____________________________________ Age: _______ Home Address:
_________________________________________________________ Birthplace:
__________________________________ Gender: ____________________ Birthdate:
____________ Religion: _______________ Citizenship: _________________ Mother’s
Name: __________________ Father’s Name: ________________ Occupation:
_______________________ Occupation: __________________ Number of Siblings:
________________________ I am the ___________ child of our family.
I am staying with my
_____________________________________________________. Are you a working
student? _________. If yes, state your work. ___________________ Mobile Phone
Number(s): ____________________ E-mail address: _______________ Facebook
Account Name: _____________________
In case of emergency, please call ______________________________ with his’ her
contact number ____________________
List of Subject Loads
S. Y. _________________
Subjects
First Semester Remarks Second Semester Remarks

I hereby admit that all of the facts and information above are true and accurate.
_______________________________
SIGNATURE OVER PRINTED NAME

Glossary
Teaching: the occupation, profession, or work of a teacher.
Learning: the acquisition of knowledge or skills through experience, study, or by being

taught.
Inclusive education: is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own
neighborhood schools to receive high-quality instruction, interventions, and supports that
enable them to meet success in the core curriculum
Special education: is the practice of educating students in a way that addresses their
individual differences and special needs.
Answer Keys
Pretest: Essay Type (Answers may vary)
Learning Activities:
Activity 1: Answers may vary
Assessment: Creating a vlog (Answers may vary)

Creating a slogan (Answers may vary, points will be referred to rubrics)
Inclusive Education 15
Unit 2- Inclusive Education and its Benefits
Inclusive education is about looking at the ways our schools, classrooms,

programs and lessons are designed so that all children can participate and
learn. Inclusion is also about finding different ways of teaching so that
classrooms actively involve all children. It also means finding ways to
develop friendships, relationships and mutual respects between all children,
and between children and teachers in the school.
Learning Outcomes
At the end of this unit, you will be able to:
● Grow and adapt to the demands of schooling for the 21st century and
beyond
● Provide meaningful access and participation in an inclusive classroom.
● Demonstrate the relationship between rhetoric and paradigm shift
Pretest
Personal Identity Wheel
The Personal Identity Wheel is a worksheet that encourages students to reflect

on how they identify outside of social identifiers, such as gender and/or race.
For the pretest, give at least 3 disabled or impaired individuals whom you know
and list down adjectives that you would use to describe them, skills they have, favorite
books, hobbies, etc./ personal attributes.
Write your answers on the space provided on the next page. For the rubrics of
this activity, please click on this link https://bit.ly/306FZNt.

If you have any questions/clarifications about this section of the module, please
don’t hesitate to email me at merlynluza@jrmsu.edu.ph and/or send me a private
message on our Google Classroom class and/or my Facebook account for work.
The next section is the content of this unit. It contains vital information of the
topics based on the learning outcomes. Please read the content.

Content
Inclusive education is about looking at the ways our school, classrooms, programs and
lessons are designed so that all children can participate and learn. Inclusion is also about
finding different ways of teaching so that classrooms actively involve all children. It also
means finding ways to develop friendships, relationships and mutual respect between al
children, and between children and teachers in the school.
It is not just for some children. Being included is not something that a child must be ready
for. All children are at all times ready to attend regular schools and classrooms. Their
participation is not something that must be earned.
Inclusive education is a way of thinking about how to be creative to make our schools a
place where all children can participate. Creativity may mean teachers learning to teach in
different ways or designing their lessons so that all children can be involved.
As a value, inclusive education reflects the expectation that we want all of our children to
be appreciated and accepted throughout life.
Beliefs and Principles
• All children can learn

• All children attend age appropriate education programs
• All children receive appropriate educational programs
• All children receive a curriculum relevant to their needs
• All children participate in co-curricular and extracurricular activities • All children
benefit from cooperation, collaboration among home, among school, among
community
Does Inclusion Education mean that all children should never leave their regular
classrooms?
Inclusive education means that all children are educated in regular classrooms. It does
not, however, mean that individual children cannot leave the classroom for specific
reasons. For example, a child may require one-on-one assistance in a particular subject.
This may or may not be happening during regular class time. Once schools are inclusive,
serious thought is given to how often a child may be out of regular classroom and the
reasons that this may be happening. It does not mean that children with certain
characteristics (for example, those who have disabilities) are grouped together in
separate classrooms for all or part of the school day.

Key Features of Inclusive Education
• Generally, inclusive education will be successful if these important features and

practices are followed:
• Accepting unconditionally all children into regular classes and the life of the school. •
Providing as much support to children, teachers and classrooms as necessary to
ensure that all children can participate in their schools and classes.
• Looking at all children at what they can do rather then what they cannot do. •
Teachers and parents have high expectation of all children.
• Developing education goals according to each child’s abilities.
This means that children do not need to have the same education goals in order
to learn together in regular classes.
• Designing schools and classes in ways that help children learn and achieve
something to their fullest potential (for example, by developing class time tables
for allowing more individual attention for all students).
• Having strong leadership for inclusion from school principals and other
administrators.
• Having teachers who have knowledge about different ways of teaching so that
children with various abilities and strengths can learn together.
• Having principals, teachers, parents and others work together to determine the
most affective ways of providing a quality education in an inclusive environment.
The Benefits of Inclusive Education
Over the years, the benefits of providing an inclusive education to all children have
been shown. Inclusive education (when practiced well) is very important because:
• All children are able to part of their community and develop a sense of belonging
and become better prepared for life in the community as children and adults. • It
provides better opportunities for learning. Children with varying abilities are often
better motivated when they learn in classes surrounded by other children. • The
expectations of all the children are higher. Successful inclusions attempt to develop
an individual’s strengths and gifts.
• It allows children to work on individual goals while being with other students their
own age.
• It encourages the involvement of parents in the education of their children and the
activities of their local schools.
• It fosters a culture of respect and belonging. It also provides the opportunity to learn
about and accept individual differences.
• It provides all children with opportunities to develop friendships with one another.
Friendships provide role models and opportunities for growth.

Differentiated instruction increases student engagement
One of the most important principles of inclusive education is that no two learners are
alike, and so inclusive schools place great importance on creating opportunities for
students to learn and be assessed in a variety of ways. Teachers in inclusive schools
therefore must consider a wide range of learning modalities (visual, auditory,
kinesthetic, etc.) in designing instruction. Certainly, this enhances the way in which
educators provide supports and accommodations for students with disabilities, but it
also diversifies the education experience of all students.
Academic support to help student access the full curriculum
In this age of accountability and high-stakes testing, it is important for educators to

ensure that every student is addressing the appropriate standards and objectives
across the curriculum. As such, inclusive schools provide academic supports (flexible
pacing and grouping, reading and literacy specialists, tutoring, etc.) that create a
supportive environment for all learners. It is immediately clear how these supports help
students with disabilities and English Language Learners, but inclusive schools can
also better challenge and engage gifted and talented learners by building a more
responsive learning environment.
Behavioral supports help maintain a positive learning environment for everyone
Another important factor in effective inclusive education is the implementation of

consistent behavioral supports throughout the learning environment. This consistency
is essential for the success of students with emotional or behavioral disabilities in the
general education environment, but school-wide behavioral supports also help to
establish high expectations throughout the school community as a whole.
Respect for diversity creates a welcoming environment for all
Inclusive education for students with disabilities can only be successful when those
students feel that they are truly a part of the school community. This requires open and
honest discussion about difference, and an institutional respect for people of all
backgrounds and abilities. In inclusive schools, the establishment of such a climate
benefits everyone by fostering an environment where students and their families are
valued for who they are.
Inclusive practices make effective use of school’s resources
In the past, special education often involved the segregation of students with
disabilities for the purpose of specialized instruction. Not only does that model of
special education in a separate setting deprive students with disabilities of interaction
with their peers and full access to the curriculum, it can also involve duplicate systems
and resources that

are costly for schools to maintain. Inclusive education can make more efficient use of a
school’s resources by maximizing the availability of staff and materials for all students.
Types of Disabilities
• Physical Problems
• Communication Disorders
• Behavior Disorders
• Mental Retardation
Education for All
• Segregation
• Integration
Problems Faced by Them
• Inferiority complex
• Lack of understanding
• Adjustment problem
• Isolated and segregated
• Lag behind
• Feeling of extra burden
• Insecurity
• Lack of expression
• Introvert nature
• Negative approach
• Shyness
Aims and Objectives of Inclusive Education
• Education for all

• Protection of rights
• Identification of skills
• Development of social consciousness
• To prepare for new challenges
• Development of brotherhood
• To improve quality of education
Principles of Inclusive Education
• No discrimination with students

• Equal educational opportunity to all
• School adapt to the need of student
• Equal education benefits for all students
• The student’s views are listened to and taken seriously

• Individual differences between students are a source of richness and diversity,
and not a problem
Need and Importance of Inclusive Education
• To fulfill the constitutional responsibilities

• To enable children to stay with their families
• For the development of healthy citizenship
• For achieving the universalization
• Developing feeling of self-respect
• For social equality
• Self-reliant
Figure 1. Scope of Inclusive Education
Process of Inclusive Education
• Awareness raising on the right to education for all children at local, regional and
national levels.
• Parents support to understand their children’s educational, social and sometimes
medical needs.
• Policies; Developing inclusive education policies, revising existing policies. •
Teacher training programs to promote inclusive practices.
• Specialized techniques for teaching children with a range of learning and
communication styles and needs.

Barriers in Inclusive Education
• Negative approach
• Lack of physical facilities
• Lack of funds
• Lack of trained teachers
• Social discrimination
• Emotional problems
• Educational problems
• Attitudinal problems
• Inappropriate curriculum
Reforms in Curriculum
• Use of teaching aids

• Simple curriculum
• Adequate facilities
• Participation in games
• Cooperative curriculum
• Providing reading material
• Participation in co-curricular activities
• Multi-level and flexible curriculum
Design of Classroom for Inclusive Education
• Size of class
• Teaching aids
• Restriction of time
• Arrangement of light
• Attention to physical needs
• Special attention to disabled children
Supportive Services
• Guidance and Counselling

• Physician
• Therapist
• Psychologist
• Support services of/by parents, teachers, special teachers, and community.
Others
• Nurses, assistive technology, alternative materials

• Teaching aids, special provision for assessment etc.

Inclusive Education 23 Learning Activities
Activity 1: Formative Assessment
Olivia is a fourth-grade student at Hillsborough Elementary School. She has one brother;
he is in kindergarten. Olivia loves to cook. She like to make quesadillas, blueberry muffins, and
chili. Olivia generally likes school – and especially enjoys chatting with her friends. Her favorite
class is science. She enjoys working with her classmates to do the experiments and lab exercises.
Someday Olivia wants to be a good scientist. She doesn’t know anyone else in her school who
wants to be a food scientist, but her next door neighbor is one, and it sounds like and awesome
job. But Olivia sometimes gets frustrated at school. She doesn’t read as well as the other students
in her class. Olivia likes her fourth-grade teacher and her special education teacher. They both
help Olivia when she has difficulty and help her self-assess how she is doing so that she can
improve her learning.
In 300 words, combine information to create a “network of knowledge”. Refer to

the paragraph above. Write your answers on the space provided below.

Thank you for completing the task. If you have not completed the task, or have difficulty
in accomplishing the activity, please send me a message to our google class or you may email me
directly at merlynluza@jrmsu.edu.ph.
And now, you are ready to take the assessment.
in Google Classroom class, and/or email me at merlynluza@jrmsu.edu.ph.
Assessment
For your final assessment, make a survey about researches of Inclusive Education.
on our Google Classroom class, and/or my Facebook account @merlyn.luza.14. You
can also email me directly at merlynluza@jrmsu.edu.ph.
Congratulations! You did a great job! If you have not completed

the task, or you have difficulty in accomplishing the activity, don’t
hesitate to send me a message on google classroom or email me at
merlynluza@jrmsu.edu.ph. You can also shoot me a DM on my Facebook
account @merlyn.luza.14. You may write your insights or thoughts about
the activity on the space provided found on the next page.
You had just completed this unit. You are new ready to take Unit
2.

Insert insights or thoughts about the activity here.
Developed by:
MERLYN N. LUZA, EMD. JD.

Quality Assurance Unit Head Jose
Rizal Memorial State University

References
Living Nb, C. (n.d.). Inclusive Education and its Benefits. New Brunswick Association
For Community Living (NBACL). Retrieved July 21, 2020, from
https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/
Villegas, T. (2019, November 22). The Benefits of Inclusive Education: What Special
Education Teachers Need to Know. Noodle.
https://www.noodle.com/articles/benefits-of-inclusive-education-what-special
education-teachers-need-to-know

1 2 3 4

organized organized

that it grammatic
with the
meaning
Rubrics for the Activity 1

1 2 3 4

organized organized

that it grammatic
with the
meaning
STUDENT RECORD
Please fill-up the following data honestly.
ID. No.: _________________________________ Course / Year: ________________

Name: ____________________________________ Age: _______ Home Address:
_________________________________________________________ Birthplace:
__________________________________ Gender: ____________________ Birthdate:
____________ Religion: _______________ Citizenship: _________________ Mother’s
Name: __________________ Father’s Name: ________________ Occupation:
_______________________ Occupation: __________________ Number of Siblings:
________________________ I am the ___________ child of our family.
I am staying with my
_____________________________________________________. Are you a working
student? _________. If yes, state your work. ___________________ Mobile Phone
Number(s): ____________________ E-mail address: _______________ Facebook
Account Name: _____________________
In case of emergency, please call ______________________________ with his’ her
contact number ____________________
List of Subject Loads
S. Y. _________________
Subjects
First Semester Remarks Second Semester Remarks
I hereby admit that all of the facts and information above are true and accurate.
_______________________________
SIGNATURE OVER PRINTED NAME

Glossary
Teaching: the occupation, profession, or work of a teacher.
Learning: the acquisition of knowledge or skills through experience, study, or by being

taught.
Inclusive education: is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own
neighborhood schools to receive high-quality instruction, interventions, and supports that
enable them to meet success in the core curriculum
Special education: is the practice of educating students in a way that addresses their
individual differences and special needs.
Answer Keys
Pretest: Personal Identity Wheel (Answers may
vary) Learning Activities:
Activity 1: Answers may vary
Assessment:

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Foundation of Special and Inclusive Education

Copyright © 2020 Merlyn Luza

First Edition, 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Technical Committee on Special Education respectfully proposes a change in

Special education emanates from a medical view of disability and focuses on

Module 1 – Special Education

Unit 1 – Historical Perspectives of Disability and Education Inclusive Lives, and

Module 2 – Inclusive Education

Unit 2 - Inclusive Education and its Benefits

This is a gender sensitive instructional material where gender equality is a human

A unique cross-disciplinary critique of the Foundation of Special and Inclusive

Republic of the Philippines

Syllabus Code- PED 16

Pre-Requisites: Course Code PED 16

VISION A dynamic and diverse internationally recognized University

GOALS Jose Rizal Memorial State University focuses on developing graduates w

Graduate Attributes of 1. Globally Competitive 4. Innovative

2. Demonstrate value-based attributes of a teacher in an industry-focused

Course Description Foundation of Special and Inclusive Education

Course Learning Topics References Learning Activities Learni

3. Make a slogan Foundations of https://www.speci

different Beliefs and Principles

4. Grow and adapt to https://www.very

6. Analyze Provide authentic Supportive Services

The term grade is computed using the formula:

40% - Performance (e.g. Research Proposal – 15%; Completed Research – 25%)

CLASSROOM RULES OF CONDUCT (Sample statements. Note: This is not a

1. Course requirements must be submitted on time.

MERLYN N. LUZA, EMD,JD GEMMA S. OROSCA ELENITA M. RE

Date: 11 August 2020 Date: Date:

Date Revised: _____________

JOSE RIZAL MEMORIAL STATE UNIVERSITY

7 Demonstrate an understanding of Portfolios It is an alternate form of assessment from traditional paper

Jose Rizal Memorial State University

Introduction and Rationale:

DIRECTION: Creating a Vlog (assessment)

Rubrics for the PRETEST

Gram • So many •A • Few • Virtually

Rubrics for VLOG MAKING

Commu Commu Communicati Good Excellent

Visual Recordi Some footage Most footage is Footage is

Outline Outline is Outline is fair, Outline is Outline is

Rubrics for SLOGAN MAKING

Craftsmanship The slogan The slogan The slogan The slogan

and not constructed

Creativity The slogan Slogan is Slogan is Slogan is

Grammar There are There are 2 There is 1 There are

Rubrics for the PRETEST

Quality • Piece had • Piece had • Piece was • Piece was

Grammar • So many • A number • Few • Virtually no

Rubrics for the Activity 1

Grammar • So many • A number • Few • Virtually no

Foundation of Special and Inclusive

Foundation of Special and Inclusive Education

Copyright © 2020 Merlyn Luza

Page and cover designed by: _______________________

First Edition, 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY