History of Education for Students with Disabilities (Foundation of Special and Inclusive Education).pdf

Michaelson Jasper P. Duyan, LPT
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY
ECOLAND DRIVE, MATINA, DAVAO CITY

BE PREPARED CELL PHONE POLICY
HOUSE RULES :
BE ON TIME
Be on class at least
10 minutes
before class.
All your things
must be prepared
before joining the class.
Kindly place your cell
phone on silent mode
or vibrate mode.

HOUSE RULES :
DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY
Wear something
comfortable but
presentable.
Raise your hand
when you have questions
and/or clarifications.
Especially when the
Teacher is discussing.

“If a child can't learn the way
we teach, maybe we should
teach the way they learn.”
- Ignacio Estrada.
EDUC 103

EDUC 103
HISTORY OF EDUCATION FOR
STUDENTS WITH DISABILITIES
Lesson Outcomes:
Understand the History of Education for STUDENTS with
disabilities.
1.
Point out the important things that happened in the
timeline.
2.

People with disabilities in the past faced innumerable
challenges. They did not have basic civil rights, much less access to
education that accommodated their special needs. Ancient
civilizations such as Sparta, Athens, Persia, Rome, and others even
have accounts of disabled people being killed as infants in the
belief that they are cursed beings (Winzer, 1993). Disabled persons
were the primary victims of myth and superstition at that time.
HISTORY OF EDUCATION FOR STUDENTS WITH DISABILITIES
EDUC 103

It was in the 18th century that things started
to change. Specifically, during the
Enlightenment period, various thinkers
changed the way we perceive education in
society. One of them was Jean Jacques
Rousseau, who, in his book Emile, postulates
that humans are cooperative by nature
(Peckover, 2012).
18TH CENTURY
EDUC 103

His ideas became a framework that allows
students with disabilities to be treated
húmanely because of his thesis that all
people are equal. As a result, many different
schools such as Sunday schools, schools of
industry, and monitoring schools in Europe
were established (Peckover, 2012). However,
though these schools recognized the needs
of students with disabilities, they were not
yet specifically fine-tuned for their needs.
EDUC 103
18TH CENTURY

The first school dedicated solely to the deaf
was established by Charles Michel L'Epeé in
1755 (Betten, 2013). He formed the first sign
language system in French, which allowed deaf
people to communicate with abled and
differently-abled people alike. He also
conducted public demonstration lessons open
to everyone willing to learn. L'Epee inspired a
host of future educators and opened the doors
for inclusive education in France.
EDUC 103
18TH CENTURY

On the other hand, the first school for blind
children was established in 1785 by Valentin
Hauy (Musée Louis Braille, 2022). He used large
letters for the alphabet and embossed them in
cardstock paper, allowing them to recognize basic
letters and, thus, gain literacy. Hauy's school soon
grew into the Institute for Blind Youth in 1791 as he
garnered support from the government. Hauy also
established the first school for the blind in Russia
after he resigned from his position in France.
EDUC 103
18TH CENTURY

EDUC 103
INSTITUT NATIONAL DES JEUNES AVEUGLES

The 19th century saw the birth of numerous
schools and institutions for students with
disabilities in the United States (Safford,
1996). Rev.. Thomas Gallaudet established
the first school for the deaf in 1817
(Disability History Museum Staff, n.d.).
Samuel Gridley Howe soon followed in
1829 by establishing his own school for the
blind.
19TH CENTURY
EDUC 103

He also established the Massachusetts
School for Idiotic and Feeble-Minded
Children in 1848, hosting a wide variety of
mental disabilities that affect children. In
the succeeding years, America saw the
continuous growth of its institutions for
special education until laws were passed to
ensure that students with disabilities have
their rights secured.
19TH CENTURY
EDUC 103

Special Education in the
Philippines
EDUC 103

Education for students with disabilities in the
Philippines followed the same trajectory as
those of Europe. It started in 1907 with David
Barrows and Delia Delight Rice, when they
conceptualized the first special education
program in the country (Steinbock-Pratt,2019).
The program was initiated in the Insular School
for the Deaf and Blind in Manila, starting with
a class of only three students.
EDUC 103
Special Education in the Philippines

Since then, numerous institutions sprouted and trainings for special
education was conducted in the Philippines. In 1927, the Welfareville
Children's Village was built to cater to the needs of the mentally
retarded. The National Orthopedic Hospital School for Crippled.
Children (NÖHSCC) was also established in 1947. It was used mainly
for catering to children who were bound to be hospitalized for a
long time. The school conducts bedside teaching because the
students have limited mobility (NOHSCC, n.d.)
EDUC 103

The Quezon City Science High School was created in
1949 to cater gifted children. In 1953, the
philanthropists, Samuel Gaches and Elsie
McCloskey, donated their property to the
government to house abandoned youth due to their
physical and mental deformities. This was called the
Elsie Gaches Village. As a response to all of these,
the Department of Education and Culture (DEC)
created a special education section to respond to
the needs of students with disabilities better.
EDUC 103

EDUC 103
REFERENCE:
Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom
, J. V., & Cortes, D. M. (2024). Inclusive Education in Early
Childhood Settings. 10B Boston Street, Brgy. Kaunlaran,
Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR
PUBLISHING INC.

THANK
YOU FOR
LISTENING
EDUC 103

History of Education for Students with Disabilities (Foundation of Special and Inclusive Education).pdf

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History of Education for Students with Disabilities (Foundation of Special and Inclusive Education).pdf