1. History
1.1. Proponents
1.1.1. Philippe Pinel
1.1.1.1. advocate of humane treatment of insane persons
1.1.2. Jean-Marc-Gaspard Itard
1.1.2.1. MONTESSORI • the early stages of child development, before formal education,
1.1.2.2. Father of SPED
1.1.3. Edouard Sequin
1.1.3.1. an educator of so-called idiotic children,
1.1.4. Samuel Gridley Howe
1.1.4.1. founding the Perkins School for the Blind
1.1.5. Thomas Hopkins Gallaudet
1.1.5.1. American School of the Deaf
1.1.6. Elizabeth Farrell-
1.1.6.1. Council for Exceptional Children
2. Mandates/ Declarations
2.1. International
2.1.1. Universal Declaration of the Rights of the Child 1959
2.1.2. The World Declaration on Education for ALL 1990
2.1.3. The Salamanca Statement 1994
2.1.4. The Agenda for Action of Asian and Pacific Decade of Disabled Persons 1993-2002
2.1.5. The Dakar Framework 2000
2.1.6. Education 2030 Incheon Declaration
2.1.7. The International Year of Disabled Persons
2.2. Philippines
2.2.1. Constitution of the Republic of the Philippines 1987 and Magna Carta for Disabled Persons 1992
2.2.2. Policies and Guidelines for Special Education1997
2.2.3. Enhanced Basic Education Act of 2013
3. Theories
3.1. Soci-cultural
3.1.1. • how culture is transmitted to the next generation through tools such as language and social interaction
3.2. Biological-maturational
3.2.1. • genetic and physiological changes (i.e., nature) contribute to developing structures of the body
3.3. Cognitive- developmental
3.3.1. • emphasizes how children’s thinking and reasoning change, qualitatively, over time.
3.4. Behaviorist
3.4.1. • rewards and punishment.
3.5. Systems Theory
3.5.1. Perspectives
3.5.1.1. • Medical system • Economic system • Labor market system • Rehabilitation system
3.5.2. Education System
3.5.2.1. Art System
4. Students with disabilities
4.1. Services
4.1.1. Relative Isolation
4.1.2. Integration Phase
4.1.3. Empowerment and Self-Determination
4.1.4. Inclusion
4.1.4.1. Appropriate Accommodative Practice
4.1.4.2. Instructional flexibility
4.1.4.2.1. Differentiated Instruction • a strategy to address the differences in student's their learning styles, performance readiness and levels, engagement styles and interests and needs.
4.1.4.3. Professional Collaboration
4.1.4.3.1. Collaboration
4.1.4.4. Teacher Assistance teams
4.1.4.5. Peer support systems
4.2. Inclusive Education
4.2.1. Components
4.2.1.1. PRE-REFERRAL PROCESS
4.2.1.1.1. Initial Identification
4.2.1.1.2. Determination of teaching areas and strategies
4.2.1.1.3. Implementation of teaching programs
4.2.1.1.4. Evaluation of teaching program
4.2.1.2. ASSESSMENT
4.2.1.2.1. Methods
4.2.1.3. PLACEMENT
4.2.1.3.1. ✓ Home/Hospital program ✓Residential facility ✓Special education class in a special education ✓Self-contained special education class in a general education ✓General education class with resource center instruction ✓General education class (inclusion or co-taught with a special education teacher) ✓General education class with related services ✓General education class with modifications
4.2.1.4. ACCOMMODATIONS
4.2.1.4.1. Presentation Accommodations
4.2.1.4.2. Response Accommodations
4.2.1.4.3. Setting Accommodations
4.2.1.4.4. Scheduling Accommodations
4.2.1.5. MODIFICATIONS
4.2.1.6. PARENT INVOLVEMENT
4.2.1.6.1. HOME-SCHOOL COMMUNICATION
4.2.2. Universal Design for Learning (UDL) • framework used in education that makes instruction more flexible and adaptable to the diverse needs of students.
4.2.2.1. Representation
4.2.2.2. Action and Expression
4.2.2.3. Engagement