Philosophical Views & Theories of Special and Inclusive Education

Summary

This presentation explores the philosophical views and theories behind special and inclusive education. Christine Rimonde and Trisham H. Wassen define special education as tailored for students with disabilities, emphasizing the need for dignity and equal treatment. Inclusive education, on the other hand, advocates for the integration of all students, regardless of their needs, in regular classrooms. Various learning theories, such as Gestalt, Thorndike's connectionism, and Gagne's conditions of learning, are highlighted, offering strategies for enhancing educational outcomes for all students. The session encourages a shift toward inclusive educational practices for a more equitable and supportive learning environment.

Takeaways

• 😀 Special education refers to educational programs designed for children with disabilities or special needs, providing tailored support to help them reach their full potential.
• 😀 Inclusive education emphasizes integrating all students, including those with special needs, into regular classroom settings with appropriate support and resources.
• 😀 The philosophical foundation of special and inclusive education is rooted in the belief that all children, regardless of ability, have a right to education and should be treated with dignity and equality.
• 😀 Special education is more segregated, with students placed in separate classrooms, while inclusive education focuses on blending students of all abilities in the same educational environments.
• 😀 The core philosophy of inclusive education is that all students, including those with disabilities, should be able to participate in all aspects of school life and are part of the same community.
• 😀 Inclusive education is not just about allowing access to mainstream schools, but about removing exclusionary practices and promoting full participation for all students.
• 😀 Learning theories play an essential role in special and inclusive education, as they guide teachers in creating effective, personalized learning environments.
• 😀 Theories such as Gestalt theory, Thorndike's connectionism, and Gagne's conditions of learning offer frameworks for understanding how students learn and how to cater to different learning needs.
• 😀 The Cognitive Load Theory emphasizes the importance of designing instruction that minimizes cognitive overload and uses both visual and auditory inputs to enhance learning.
• 😀 Constructivism-based practices in inclusive education highlight the importance of creating learning tools that reflect both cultural wisdom and individual learning experiences, supporting cognitive growth.

Q & A

What is the main goal of special education?

The main goal of special education is to provide an educational program tailored to the specific needs of children with disabilities, allowing them to learn and develop to their full potential.

What is the difference between special education and inclusive education?

Special education focuses on providing specific educational programs for children with special needs, often in separate classrooms, while inclusive education integrates all students, including those with exceptional needs, into regular classrooms where they are supported to learn and participate in all school activities.

Why is inclusive education based on the philosophy of equality?

Inclusive education is based on the philosophy of equality because it emphasizes that all students, regardless of their abilities or disabilities, have the right to learn in a regular classroom environment, and should be treated with dignity and respect.

How does the concept of dignity and rights influence special and inclusive education?

The concept of dignity and human rights influences both special and inclusive education by advocating for the equal treatment of children with disabilities, ensuring they have the same educational opportunities as children without disabilities, and are not isolated or looked down upon.

What is the core belief behind the philosophy of inclusive education?

The core belief behind inclusive education is that all children can learn and reach their full potential when given the opportunity, effective teaching, and appropriate resources, without being segregated.

What are the primary principles behind the theory of special education?

The primary principles behind the theory of special education are that every child with special needs has a right to an educational program suited to their needs and that both special and regular education share the responsibility of helping children develop to their full potential.

How does the Gestalt theory relate to special education?

The Gestalt theory emphasizes learning as a whole, rather than in parts. It suggests that students with special needs should learn concepts as a whole entity, which can help them better understand and process information in a cohesive manner.

What is the significance of the Aptitude-Treatment Interaction (ATI) theory in special education?

The ATI theory highlights that different instructional strategies are more or less effective depending on the learner's specific abilities. The optimal learning experience occurs when instruction is matched to the learner's strengths and needs.

How does Gagne's Conditions of Learning theory apply to special education?

Gagne's Conditions of Learning theory suggests that different types of instruction are required for different learning outcomes. It provides a structured sequence for teaching, including gaining attention, presenting stimuli, guiding learning, and assessing performance, which can be used to ensure effective teaching for students with special needs.

What are the key components of the cognitive load theory and how do they relate to special education?

Cognitive load theory suggests that learning occurs best when instructional materials align with the learner's cognitive architecture. For special education, this means using multimodal materials (e.g., both visual and auditory) and minimizing redundant information to avoid overwhelming the student's cognitive capacity.