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Prof Ed 105Discussion - This is a discussion paper about philosophical bases of inclusive education:
Facilitating Learner Centered-Teaching (Prof Ed 103)
Pangasinan State University
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TEACHING PROFESSIONPreview text
Philosophical Bases of
Special and Inclusive
Education
(Inclusivity)
(Equality)
March 2022
LEARNING OBJECTIVES
At the end of the lesson, the students will able to:
Understand the concept of special and inclusive education.
Distinguished the philosophical bases of special and inclusive education.
Organize the idea of equality in education.
INTRODUCTION
Education is essential for everyone. It is the level of education that helps people earn respect and recognition. Education is not a privilege. It is a human right. Education as a human right means: the right to education is legally guaranteed for all without any discrimination; states have the obligation to protect, respect, and fulfil the right to education; there are ways to hold states accountable for violations or deprivations of the right to education.
International human rights law guarantees the right to education. The Universal Declaration on Human Rights, adopted in 1948, proclaims in Article 26: 'everyone has the right to education'.
Since then, the right to education has been widely recognized and developed by a number of international normative instruments elaborated by the United Nations, including the International Covenant on Economic, Social and Cultural Rights (1966, CESCR), the Convention on the Rights of the Child (1989, CRC), and the UNESCO Convention against Discrimination in Education (1960, CADE).
SPECIAL EDUCATION
The term "Special Need Education" (SNE) has come into use as replacement for the term "Special Education". It was based on the assumption that children with disability had some special needs that could not be met in mainstream schools and therefore, they need to study in separate school with other children having similar needs. Moreover, the concept of "Special Need Education" extends beyond those may be included in handicapped categories to cover those who are failing in school for a wide variety of other reasons.
Special education means specially designed individualized or group instruction or special services/programs to meet the unique needs of students with disabilities. Special education services and programs are provided at no cost to the parents. In New York State, special education is provided for preschool students (ages 3 to 5) and school-age children (ages 5 to 21).
Special education services are available to any students with a mental, physical or emotional impairment which adversely affects his or her educational performance. For school-age children, the 13 handicapping conditions are: autism, deafness, deaf-blindness, emotional disturbance, hearing impairment, learning disability, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, speech/language impairment, traumatic brain injury or visual impairment (including blindness).
Special education services and programs may be provided individually to a student or in a group with other students who have similar educational needs. Every school district is required to form a Committee on Preschool Special Education (CPSE) for children ages 3-5; and a Committee on Special Education (CSE) for children ages 5-21.
When a parent or teacher believes a child might qualify as an educationally disabled student, the district’s committee plays an important role. It reviews referrals from parents and teachers through the Student Support Team (SST), arranges for student evaluations, reviews the
The Special Education Department adheres to the philosophy that each individual with a disability is entitled to the support necessary to maximize his/her potential given the resources of the District.
KEY FACTS ABOUT SPECIAL EDUCATION
- Special Education is Costly due to its requirements and setups
- Special education schools and colleges mostly charity oriented
- Teacher Effectiveness limited to the group.
- Pupil may developed low Self-esteem in Special Education
- Limited Opportunities for Participation
“We must recognize our responsibility to provide education for all children [with disabilities] which meets our unique needs. The denial of the right to education and to equal opportunity within this nation for handicapped children- whether it be outright exclusion from school, the failure to provide an education which meets the needs of a single handicapped child, or the refusal to recognize the handicapped child's right to grow- is a travesty of justice and denial of equal protection under the law."
~Senator Harrison Wiliams, 1974
INCLUSIVE EDUCATION
The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents and the community. The more recent 2013 Enhanced Basic Education Act refers to gifted and talented children; learners with disabilities; learners of the madrasa curriculum; indigenous peoples; and learners in difficult circumstances, such as geographical isolation, chronic illness, abuse, or displacement due to armed conflict, urban resettlement or disaster as target groups of inclusive education
Due to Special Education and integrated education pupil with special need felt marginalization and exclusion this result in the growth of inferiority complexes among them and their parents/guardians. This leads the vision of “Inclusive Education”.
IE refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. An inclusive class may have amongst other, children with disability or gifted children, street or working children, children from remote or nomadic populations, children belonging to ethnic, linguistic or cultural minorities or children from other disadvantage or marginalized groups.
Inclusion involves adjusting curriculum, assessment practices, teaching styles and the physical environment to provide for the needs of all students. Inclusive education aims at integrated development of children with special needs and normal children through mainstream schooling. Inclusive Education is about restructuring the cultures, policies, and practices in schools so that they respond to the diversity of students in their locality.
Philosophy of Inclusive Education in Different Settings
A. Palliser Regional Schools’ Philosophy Participation of students with exceptional needs in inclusive settings is based on the philosophy of equality, sharing, participation and the worth and dignity of individuals. This philosophy is based on the belief that all children can learn and reach their full potential given opportunity, effective teaching and appropriate resources.
Palliser Regional Schools agrees that students with exceptional needs must be full participants in school and society. The regular classroom is viewed as the most enabling environment for the student with exceptional needs because of the increased opportunity to participate with same-aged peers without exceptional needs. Inclusion, by definition, refers not merely to setting, but to specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools. Often, meeting the learning needs on either end of the spectrum improves the quality of education for everyone in the classroom, as well as promoting the awareness and acceptance of diversity. Determination of the most enabling environment and individual program planning is a consultative, collaborative process involving the student (when appropriate), parents, principal, teachers, learning assistants, specialized support service professionals and community members, as appropriate.
B. Philosophy of Northern Territory Government In the Northern Territory Government, it is believe that inclusivity embraces the idea that everyone is an individual and their diversity is
A set of support guidelines. Teachers have a professional responsibility to address inclusivity in their practice, and ensure students with disability or additional learning needs are able to access education on the same basis as their peers.
To support teachers in their endeavor to provide inclusive practice, The Department of Education’s Strategic Plan 2016 -2018 Goal 3: Quality Leaders, Quality Educators, Quality Learning has made provision for online professional learning opportunities.
DOE has a number of choices for parents to choose where they would like to send their child for schooling. These include enrolment in a regular school with appropriate level of support, enrolment into a specialized setting such as Special School and Centers.
As an organization within DOE, School Support Services and the regional support team, contribute to improved educational outcomes for students.
The Whole School Approach to Improving Student Learning
Principals, as leaders of the school, are accountable for student performance and achieving the school’s improvement goals and performance targets through effective, quality education services. In aligning the Students with Disability Policy implementation with the Accountability and Performance Improvement Framework (APIF), principals can:
Build the capacity of the school Be accountable for the learning outcomes and wellbeing of students Ensure that all school staff meet expected standards of service provision Ensure the school complies with relevant legislation, regulations and organizational standards including the management of finances, assets and other resources.
C. Philosophy of Manitoba Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship. In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together,
we strengthen our capacity to provide the foundation for a richer future for all of us. The philosophy of inclusion goes beyond the idea of physical location and incorporates basic values and a belief system that promotes the participation, belonging and interaction. Inclusive education is a widely accepted pedagogical and policy principle, but its genesis has been long and, at times, difficult. For example, in 1948, the Universal Declaration of Human Rights included statements about rights and freedoms that have, over the decades, been used to promote inclusive educational practices. Article 26 of the Declaration stated that parents “have a prior right to choose the kind of education that shall be given to their children.” This declaration later helped some parent groups and educators to advocate for equal access to schooling in regular settings, and for parental choice about where their child would be educated.
Following the widespread influence of the human rights-based principle of normalization, the concept of inclusive education received major impetus from the Education of All Handicapped Children Act in the United States in 1975, the United Nations (UN) International Year of Disabled Persons in 1981, and the UN Convention on the Rights of Persons with Disabilities in 2006. A major focus of the UN initiatives has been the right of people with a disability to participate fully in society. This focus has obvious consequences for the way education is provided to students with a disability or other additional educational needs. For many years, up to the last quarter of the 20th century, the major focus for such students was on the provision of separate specialized services, with limited attention to the concept of full participation in society. Toward the end of the 20th century and into the 21st century, there has been increasing acceptance, through parental action, systemic policy, and government legislation, of inclusivity as a basic philosophical principle.
Both the type of instruction that should be provided to students with a disability and the location of that instruction in regular or specialized settings have been topics for advocacy and research, sometimes with mixed and/or controversial conclusions.
Basic elements of Inclusive Education
- Use of teaching assistants or specialists: These staff have the potential to be inclusive or divisive. For instance, a specialist who helps teachers address the needs of all students is working inclusively. A specialist who pulls students out of class to work with them individually on a regular basis is not.
“An inclusive school is a place where everyone belongs, is accepted, supports and is supported by his or her peers and other members of the school community in the course of having his or her educational needs met”.
-Stainback, W. & Stainback, S. (1990)
Inclusive education promotes equality in education. This means giving all children the support time and guidance they need so the child can reach their full potential. Its all about understanding the child’s individual needs and meeting these needs, putting in intervention strategies to remove the barriers from learning.
ADDITIONAL READINGS
These additional readings contains relevant topics about Philosophical Bases of Special and Inclusive Education. These readings supports and may help to further understand the concept of special and inclusive education. By visiting the given links, you would be able to clearly understand the difference between special and inclusive education, the idea of equality which is connected to the word equity, its benefits, how to support person with special needs, its essence, laws, policies, challenges, and other concepts that may help for better understanding the lesson.
Philippines Inclusion Education Profiles. 2021. Retrieved from education-profiles/eastern-and-south-eastern- asia/philippines/~inclusion Sudhakar, J., 2018. INCLUSIVE EDUCATION IS THE FOUNDATION OF EQUITY AND COLLABORATION. Retrieved from linkedin/pulse/inclusive-education-foundation- equity-collaboration-ms-jemi-sudhakar WHY DO WE NEED INCLUSIVE EDUCATION?. 2020. Retrieved from virlanie/why-do-we-need-inclusive-education/ Why Understanding Equity vs Equality in Schools Can Help You Create an Inclusive Classroom. 2020. Retrieved from waterford/education/equity-vs-equality-in-education/
REFERENCES
education.nt.gov/__data/assets/pdf_file/0004/268825/Philosopy- for-Inclusion
Difference between Special Education, Inclusive Education, and Integrated Education. (n.). Retrieved from studyofeducation/difference- between-special-education-inclusive-education-and-integrated-education/
Education and Early Childhood Learning.(n.). Retrieved from edu.gov.mb/k12/specedu/aep/inclusion.html
Foreman, P. 2020. Historical and Philosophical Foundations of Inclusive Education. Retrieved from oxfordre/education/view/10.1093/acrefore/9780190264093. 1/acrefore-9780190264093-e-
Inclusive Education Philosophy. (n.). Retrieved from pallisersd.ab/inclusive-education/inclusive-education- philosophy
Prof Ed 105Discussion - This is a discussion paper about philosophical bases of inclusive education:
Course: Facilitating Learner Centered-Teaching (Prof Ed 103)
University: Pangasinan State University
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