ILOCOS SUR

POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Educ 108

FOUNDATION OF
SPECIAL AND INCLUSIVE
EDUCATION

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

COURSE OVERVIEW
Course Code Educ 108
Course Title Foundation of Special and Inclusive Education
Course Unit 3 units
Contact Hours
3 hours
per Week
Prerequisite NONE
This course is designed to equip the pre-service teachers with
knowledge and understanding of the different philosophies, theories,
Course legal bases and policies of special needs and inclusive education. It
Description includes the study of typical and atypical development of children,
learning characteristics of students with special educational needs
(gifted and talented learners, learners with difficulty seeing, learners
with difficulty hearing, learners with difficulty communicating, learners
with difficulty walking/moving, learners with difficulty remembering and
focusing, learners with difficulty with self-care) and those in difficult
circumstances. Pre-service teachers will be provided with skills in the
selection of variety of differentiated strategies in teaching, assessing
and managing students with special educational needs in a regular
class. They will also be provided with knowledge of policies, guidelines
and procedures that provide safe and secure learning environments,
and teaching strategies that are inclusive of learners from indigenous
groups.

COURSE STUDY GUIDE

The key to successfully achieve our intentions for this course is your
participation demonstrated by the following:
a. Participate in the course activities that require your feedback and
responses to show your understanding and application of the various
lessons in this course.
b. Complete the activities. This will show your engagement in the process
of scientific thought and practice as a learner.
c. Develop a scholarly Major Course Outcome or requirement that
integrates your progressive learning about this course.
To be on track on the course, the following class rules are to be observed:

1. Keep your communication lines open

a. Use Messenger
Our course reminders and other announcements will be in this social
media platform. This means that in order to receive regular updates and
reminders regarding our course activities, you are encouraged to:

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
a. open a messenger account (if you do not have one yet);
b. use your complete and official name (your Given Name and Family
Name you used when you enrolled in ISPSC) in your messenger
account; and
c. send a messenger Private Message (PM) or Direct Message (DM) to
me, your course facilitator, to inform me that you are officially enrolled
in this class. Please state your degree program (example: Bachelor of
Secondary Educ) in your PM so that I can add you in our official class
messenger Group Chat (GC). My official messenger account is found
in the last page of this Course Guide
Since we will be using the messenger, kindly use recent and
appropriate (formal) identification (ID) Photo Profile picture. Also, I would like
to reiterate that you use your official name (as stated in your enrollment form
or birth certificate) in your account, for proper identification.
b. Stick with the mobile number (cellphone number) you indicated in
your enrollment form.
I, the course facilitator, will be contacting you in your mobile numbers
should there be concerns that are very specific to you. Hence, do not keep
changing your mobile numbers (sim cards). In cases wherein you really have
to change your mobile number (e.g. your cellular phone was lost, and the
like), it is your responsibility to inform me through a Personal Message (PM)
or Direct Message (DM) in messenger.
2. Manage your learning time
It is advisable that you be conscious of the schedule our class. It will
help if you post the time and day of our class schedule on your calendar and
place it in a conspicuous area so that you will always be reminded of it.
Follow the schedule of course activities and remind yourself of deadlines or
finish lines.
3. Focus your attention
This module is prepared for you to learn diligently, intelligently, and
independently. Read and understand every part of the module. Please note
that due to problems on erratic or intermittent internet connections, other
concerns with internet accessibility, and in observance of the community
quarantine protocols imposed by the government for our own safety, this
course will be delivered using both online and offline modalities. Online
classes and/or consultations will be arranged based on the most convenient
time for the majority vis-à-vis availability of internet connections.
4. Be on track
During the course, you will have the chance to interact with your
classmates using the messenger account. One good way to do this is by
posting comments and questions or clarifications. Keep updated of important
announcements, reminders and other class activities by logging in to our

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
messenger group chat (GC) at least twice (2x) a week.
If there are concerns or queries, do not hesitate to post messages in
our messenger GC that allows everyone to see and comment in return. You
can also send me a private or direct message in my messenger account or in
my mobile number.
When posting any information, query, response or feedback, be polite
and respectful. Respectful disagreements and constructive criticisms in our
group chat are welcome, but sarcasm, insults, nastiness, profanity, or
repeated negativity will not be tolerated. Likewise, before posting anything,
think first before clicking the send/post button.
You are responsible for any and all course materials in class,
announcements, and/or handouts. Find and exchange contact information
with at least two of your classmates if you are unable to access the materials
and announcements posted.
It is also your responsibility to contact me if you are unable to
submit your assignments on time, unable to take quizzes, and all other
forms of assessment on our course or for any help necessary. Please
refer to my contact details at the end of this Course Guide.
5. Do your best
I hope that you will not procrastinate. Remember the deadlines when
to turn in or submit your assignments, reports, and other requirements.
Remember, in order to appreciate this course and not to feel short-changed,
your participation is critical to the success of your learning.
6. Motivate yourself
You are free to browse and read different materials even prior to doing
the tasks in each unit of the module. However, you need to ensure that you
will not miss any part of the learning module of our course.
7. Be honest
You are also expected to uphold academic integrity. In doing your
requirements, it is expected that such work has been scholarly prepared and
well thought-of. Do not plagiarize (the act of copying entirely the work of
others and claiming it as your own) and do not patch write (the act of making
small changes and substitutions to copied source materials). Always
indicate your references or sources in your requirements.
8. Work independently
Lastly, you are the learner. Hence, your active engagement in this
course and your honest preparation and the writing of your own course
assignments and other requirements are indications of your commitment to
uphold your values of competence, creativity, social involvement, and
integrity as an ISPSC student. You may ask assistance from your family
members, friends, or relatives but make sure that you do not shortchange
your own learning by letting them do your assignments and quizzes.

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
COURSE STUDY SCHEDULE
Week Topic Learning Special Instructions
Activities
1 to 3 I. Definition, Goals, Demonstrate an in- Take note and answer the
and Scope of depth understanding activities labelled as “You
Special and of concepts related are required to submit
Inclusive Education to inclusive and your answers to this
activity”.
special education
that promote
A PRETEST will be given
supportive before each chapter.
environments to
diverse learners
Week 4 II. Bases and Demonstrate Take note and answer the
to 7 Policies of Special understanding of the activities labelled as “You
and Inclusive philosophies, theories, are required to submit
Education and legal bases of your answers to this
special and inclusive activity”.
education including its
application;
Week 8 Midterm Exam
Week 9 Module Break
Week 10 III. Typology of Distinguish the Look into online resources
to 13 Learners with different types, used in the assessment of
Special Needs identifications, some special needs
etiologies, causes,
characteristics of
learners who have
special needs;
Week 14- IV. Assessment, Demonstrate Look into various strategies
16 Learning knowledge of used in special education
Resources and differentiated particularly those that are
Instructional technology driven.
assessment
(INPUT)
Accommodation strategies that are
responsive to the
needs and strengths
of diverse learners
Week 17 Research Work Each student is Powerpoint presentations,
assigned to collect and modelling, application
organize materials videos, assessment of
related to different children with possible
strategies in handling learning needs and write an
children with special IEP, etc.
learning needs.
Week 18 Final Exam

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

COURSE EVALUATION

The following shall be used as basis for giving grades as per approved
Student Handbook through BOT Res. #505, s. 2011.

60% Class Standing + 40% Term Exams = Term Grade

The following are components of the Class Standing
Class Standing 60%
Intended Learning Activities 30%
Assessment Tasks 30%
Course Requirement 40%
Total Class Standing…………………………>…….100%

Term Exam 40%

Midterm Grade 50%

Final Grade 50%
FINAL RATING 100%

TECHNOLOGICAL TOOLS
To be able to accomplish all the tasks in this course, you will be needing the
following software applications:
- Word Processing, Messenger, Office applications
If you do not have an Android phone or a laptop to do your requirements,
the College has other alternative options for you on how you can submit your
requirements. This will be presented to you during the Orientation and/or your
course facilitator will update you on messenger or through your mobile number.
Again, it is very important that your keep your communication lines open.

CONTACT INFORMATION OF THE COURSE FACILITATOR

You can reach me, your course facilitator, through the following contact
details:
 E-mail address: [email protected]
 Messenger Account: Grldn Reyes

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Chapter 1

Definition, Goals, and Scope of Special and Inclusive

Education

Intended Learning Outcomes

a. Demonstrate an in-depth understanding of concepts related to inclusive and
special education that promote supportive environments to diverse learners (like inclusion,
integration, mainstream, transition, etc.) as indicated in the DepEd Inclusive Education
Policy;
b.Demonstrate knowledge of responsive special and inclusive education programs
for diverse learners; and
c. Compare and contrast Inclusive Education in the Philippines with that of
International standards.

Special and Inclusive Education in the Philippines

Inclusive Education is the core principle of the K to 12 Basic Education Program. This
promotes the right of every Filipino to quality, equitable, culture-based, and complete basic
education. Through inclusive education, all Filipinos will realize their full potential and
meaningfully contribute to building the nation2 The inclusiveness of the K to 12 Education is
also expressed through existing programs such as Special Education (SPEd), Indigenous
People’s Education (IPEd), Madrasah Education, and Flexible Learning Options (FLO)
including Alternative Delivery Modes (ADM) and Alternative Learning System (ALS), which
addresses the needs of particular learners.3 The principle of inclusion promotes institutional
sensitivity and responsiveness nature, situation, and realities of our country’s learners and
directs the Department to proactively address these through the curriculum and the said
programs.
DepEd Mandate
“...shall protect and promote the rights of all citizens to quality education at all levels,
and shall take appropriate steps to make such education accessible to all.” -Article 14,
Section 1 of the Philippine Constitution
DepEd Vision
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation. As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based
and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe and motivating environment

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
 Teachers facilitate learning and constantly nurture every learner

 Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
SDG Goal 4:
“Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.”
CORE PRINCIPLE of K to 12: INCLUSION
‒ promotes institutional sensitivity and responsiveness : nature, situation, realities of
the learners
- Inclusive Education Policy Perspective is realized through learner-centered and
context responsive programs

Guiding Principles of Inclusive Education

1. Responsiveness to rights
• realizes DepEd commitments: quality, equitable, culture-based and complete
• Rights-based Approach (RbA)- recognition, promotion and protection

2. Sensitivity and Responsiveness to Context

• recognizing and valuing diversity of learners, schools and communities

3. Inclusion : recognizes and respects learners’ rights to relevant and responsive to

their contexts
• No learner left behind.

Key Dimensions
A. Learner
‒ learner-oriented, relevant and appropriate education
‒ programs responsive to diverse learners
‒ learner’s participation and representation

B. K to 12 Curriculum
- inclusion as a key standard & principle
- Quality differentiated instructions thru: a) Contextualization of curriculum and
learning materials b) Equal opportunities for active participation in teaching-learning process
c) Provision of options to create, learn and share what they know and what they can do in
both curricular and co-curricular activities

C. Development of Learning Resources

‒ locally developed and contextualized learning resources
‒ varied contexts in learning materials
‒ learner’s knowledges, learning styles, multiple intelligences, interests
‒ sensitive to social and cultural contexts with the community as a learning resource

D. Learning Delivery

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
‒ Flexible, option of programs for different types of learners based on context,
background, needs, interests

E. Educational Assessment
‒ recognizes particularities of learners
‒ Formative and evaluative
‒ Traditional and non-traditional
‒ Authentic assessment

F. Learning Environment
‒ support and complement learning delivery
‒ facilitate learning and reinforce effective teaching-learning
‒ protects learner’s rights

G. Teacher Professional Development

‒ all teachers are implementers of inclusive education
‒ continuous capacity development based on Phil. Prof. Standards for
Teachers(August 2017)
‒ Inclusive Education in Teacher Education Programs
‒ stakeholders involvement in the teachinglearning process

H. School Leadership and Management

‒ Inclusive Education as a perspective and policy shall guide all schools
‒ Inclusive Education in School-based Management and in the School Improvement
Plan
‒ Encourage practices and innovations

I. Partnerships
‒ advocacy and social mobilization
‒ institutionalized engagement of stakeholders and partners
‒ expand and strengthen linkages and partnerships

J. Governance Support
‒ Inclusive Education in planning and programming
‒ Responsiveness of planning standards to diversity of learners
‒ Coordination with LGUs
‒ Maximize use of Special Education Fund and other resources

DO 72, s. 2009: Inclusive Education as Strategy for Increasing Participation Rate of

Children

1. Special Education in the Philippines has only served 2% of the targeted 2.2 million
children with disabilities in the country who live without access to a basic human
right: the right to education. Most of these children live in rural and far flung areas
whose parents need to be aware of educational opportunities that these children
could avail of.
2. The Department of Education (DepED) has organized the urgency to address this
problem and therefore, guarantees the right for these children to receive appropriate
education within the regular or inclusive classroom setting. Inclusive education
embraces the philosophy of accepting all children regardless of race, size, shape,

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
color, ability or disability with support from school staff, students, parents and the
community.
3. A comprehensive inclusive program for children with special needs has the following
components:
1. Child Find. This is locating where these children are through the family
mapping survey, advocacy campaigns and networking with local health
workers. The children with special needs who are not in school shall be listed
using Enclosure No. 1. These children shall be visited by Special Education
(SPED) teachers and parents should be convinced to enroll their children in
SPED Centers or schools nearest their home.
2. Assessment. This is the continuous process of identifying the strengths and
weaknesses of the child through the use of formal and informal tools for
proper program grade placement. Existing SPED Centers in the Division shall
assist regular schools in the assessment process.
3. Program Options. Regular schools with or without trained SPED teachers
shall be provided educational services to children with special needs. These
schools shall access educational services from SPED Centers or SPED
trained teachers.The first program option that shall be organized for these
children is a self-contained class for children with similar disabilities which can
be mono-grade or multi-grade handled by a trained SPED teacher.The
second option is inclusion or placement of the child with disabilities in general
education or regular class where he/she learns with his/her peers under a
regular teacher and/or SPED trained teacher who addresses the child’s
needs.

The third option is a resource room program where the child with disabilities
shall be pulled out from the general education or regular class and shall
report to a SPED teacher who provides small group/one-on-one instruction
and/or appropriate interventions for these children.

4. Curriculum Modifications. This shall be implemented in the forms of

adaptations and accommodations to foster optimum learning based on
individual’s needs and potentials. Modification in classroom instructions and
activities is a process that involves new ways of thinking and developing
teaching-learning practices.It also involves changes in any of the steps in the
teaching-learning process. Curriculum modifications shall include service
delivery options like cooperative or team teaching, consulting teacher
program and others. The provision of support services from professionals and
specialists, parents, volunteers, and peers or buddies to the children with
special needs is an important feature in the inclusion program.
5. Parental Involvement. This plays a vital role in preparing the children in
academic, moral and spiritual development. Parents shall involve themselves
in observing children’s performance, volunteering to work in the classroom as
teacher aide and providing support to other parents.
4. District and school-based special education and regular teachers, administrators and
parents need to collaboratively develop and facilitate the most effective program for
children with disabilities. This program shall be included in the School Improvement
Plan (SIP).
5. To realize the successful implementation of inclusive education in the schools, the
duties and responsibilities of DepED officials are defined in Enclosure No. 2.
6. Officials at the division, region and central offices shall provide the needed training
on inclusive education to administrators, teachers and other school staff; regularly
monitor the implementation of the program and provide the corresponding technical

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
assistance needed and conduct evaluation to determine the effectiveness of the
program and improve its implementation.

Module Activity 1:

1. In your community, get the a) demography of learners as to age, gender, grade/year,

special need categories (if there are), and. b) learning resources (school, library, internet
access).

Inclusive Education in other Countries: IDEA -US

The Individuals with Disabilities Education Act (IDEA) is a federal law that was passed in
1990 and has been amended. The IDEA 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.

Some important concepts carried over from the Education for All Handicapped Children Act,
passed in 1975. That was the first United States law that required schools to provide Special
Education to all children with disabilities.

FAPE is an important acronym to learn!

The first principle of the IDEA is the right to a Free Appropriate Public Education,
FAPE. Figuring out how to provide FAPE is the work of the school and family team that
supports a student with a disability.
Progress measurements are guaranteed under the IDEA to ensure that the student
finds meaningful success, in light of the circumstances of disability. If a neighborhood school
cannot provide the services and programming to guarantee FAPE, then the school district is
responsible to create a program and placement that does meet the student’s needs. 

The IDEA considers the whole life of a person with a disability

The IDEA is written in three parts: A, B and C. Part A describes the general goals
and purpose of the law. The right of a child with disabilities to receive an education that
prepares that child for adult life is stated in Part A:
“Disability is a natural part of the human experience and in no way diminishes
the right of individuals to participate in or contribute to society…

“Improving educational results for children with disabilities is an essential element

of our national policy of ensuring equality of opportunity, full participation, independent living,
and economic self-sufficiency for individuals with disabilities.”

Part B of the IDEA covers children ages 3 through 21—or until graduation from high
school. Students who receive services through an Individualized Education Program (IEP)
are covered under Part B. The six principles listed at the end of this article describe IDEA’s
Part B protections.
Part C protects children Birth to age 3 who need family support for early learning. 
The disability category of developmental delay overlaps early learning and IEP and can
qualify a child for free, family-focused services to age 3 and school-based services through
age 8.

IDEA’s Primary Principles:

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
1. Free Appropriate Public Education (FAPE): 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. Under IDEA rules, schools provide special
education students with “access to FAPE,” so that’s a common way to talk about whether
the student’s program is working.
2. Appropriate Evaluation: The IDEA requires schools to take a closer look at children
with potential disabilities. . There are rules about how quickly those evaluations get done.
The results provide information that the school and parents use to make decisions about
how the child’s education can be improved.

3. Individualized Education Program (IEP): An IEP is a dynamic program, not a

packet of paper. The document that describes a student’s special education program is
carefully written and needs to be reviewed at least once a year by a team that includes
school staff and parents/guardians. Every student on an IEP gets some extra help from
teachers, but the rest of the program depends on what a student needs to learn.
Learning in school isn’t just academic subjects. Schools also help students learn social
and emotional skills and general life skills. By age 16, an IEP includes a plan for life
beyond high school, and helping the student make a successful transition into life after
high school becomes a primary goal of the IEP.
4. Least Restrictive Environment (LRE): The IDEA says that students should be in
class with non-disabled classmates “to the maximum extent appropriate.” That means
that regular classrooms and school spaces are first choice as the “least restrictive”
places. If the school has provided extra help in the classroom but the special education
student still struggles to be successful, then the IEP team considers other options, such
as a structured learning classroom. The school explains placement and LRE in writing on
the IEP document. 
5. Parent and Student Participation: The IDEA make it clear that parents or legal
guardians are equal partners with school staff in making decisions about their student’s
education. When the student turns 18, educational decision-making is given to the
student. The school does its best to bring parents and students into the meetings, and
there are specific rules about how the school provides written records and meeting
notices.
6. Procedural Safeguards: The school provides parents with a written copy of their
rights at referral and yearly thereafter. Parents may receive procedural safeguards from
the school any time they request them. They also may receive a copy if they file a Citizen
Complaint or Due Process. Procedural safeguards are offered when a school removes a
student for more than 10 days in a school year as part of a disciplinary action. When
parents and schools disagree, these rights describe the actions that a parent can take
informally or formally.

Module Activity 2.
1. In 3 to 5 paragraphs, make an honest assessment (pros and cons) about the kind of
education experience you have had when it came to handling the education of different
learners in the elementary and high school/senior high. Give a special mention on how your
classmates “who were falling behind” in their performance were assisted.

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Chapter 2

Bases and Policies of Special and Inclusive Education

A. Review of the Bases

1. Psychological bases
1.1. Piaget’s Cognitive Development
1.2. Albert Bandura’s Social Learning Theory
1.3. Lev Vygotsky’s Scaffolding
1.4. Jean Lave’s Situated Learning

Course Code: Educ 108

Descriptive Title: Foundation of Special & Inclusive Education
Instructor: Geraldine Honor Valdez-Reyes