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Gomez. sped as operationalized by asia's grassroots[1]

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ICTED Philippines

This document discusses special education practices in Asia from a grassroots perspective. It provides an overview of how special education is understood and operationalized in China, India, Thailand, South Korea, and Russia based on interviews with native participants. Key points include: - Special education terms and concepts often relate disabilities to diseases in Asian languages. - Programs are commonly run by volunteers, religious groups or hospitals rather than licensed special education teachers. - Laws provide some support and protections for people with disabilities in countries like China and India but implementation at the grassroots level varies.

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Current Practice Special Education as Operationalized • Most of the practices of Special Education are pegged on Western by Asia’s Standards. Grassroots • As the discipline itself is referenced to have Western origins since the time of Marie Grace A. Gomez, Ph.D., its founding father, Dr. Jean Itard, the RGC University of the Philippines materials read are mostly of Western Special Education Department thought. • The term, Special Education was coined by Alexander Grahambell. Definition of SPED Scope of SPED Special Education is the type of • The scope of the field covers disabilities education specifically designed for such as mental retardation, learning learners with special needs who can disabilities, emotional/behavioral disorders not profit maximally from regular and communication disorders, hearing education such that they require impairment, visual impairment, physical trained personnel, modifications in the disabilities on one end and giftedness, curricula, teaching methods, creativity and talent on the other end. instructional materials and adaptations (Hallahan and Kauffman, 2005). in facilities and equipment (RA 7277) This study provides an • This paper is on the grassroots epistemological explanation on operationalization of Special Education in China, India, Thailand, South Korea, and how Special Education is Russia. operationalized in the Asian • It involves research participants who are context. natives of these countries but are residing in Metro Manila because they were receiving graduate training. • All of the participants are teachers but have no Special Education backgrounds as the grassroots perspective is being investigated on.
Country Translation Literal Meaning SPED in China China Té shū xue Special Education India Sirapu Kalvi Special Education • Té shū xue (Mandarin) Thailand Karn-suksa piset Karn suksa- education • usually associated with a disability such Piset - special as being deaf (lóng) or dumb (yă) South Korea Jang Ae In Kyo Yuk Jang Ae-Handicap • can also be associated with having a In-Person Kyo Yuk - disease such as the case of Mental Russia None Education Retardation wherein the word disease (bìng) is added • Jing shén bìng or a mental processing disease (Mental Retardation) • It is noted that developmental disabilities are considered as diseases in the native language SPED in India SPED in Thailand • Sirapu Kalvi Karn-suksa piset • influenced by the British Students usually have physical and sensorial disabilities Korea Teacher Qualification Country Regular Teacher SPED Teacher • Jang Ae In Kyo Yuk China Licensed teacher. No license needed in the • All Special Education schools cater Government gives teacher licensure examination. communities, the nuns and other religious groups administer to the handicap India License needed services Licensed needed Thailand License needed • Though there are schools for the South Korea License needed gifted in Korea, giftedness is not Russia No license needed. The No license needed. The considered under special education examinations in the universities are sufficient examinations in the universities are sufficient among the grassroots Mongolia Registry of teachers No position for Special Education needed teachers
Education Law of the People's Republic of China • Article 10. The state shall help all minority nationality regions develop educational undertakings in light of the characteristics Programs and and requirements of different minority nationalities. The state shall support the Services development of educational undertakings in remote border areas and poverty- stricken areas. The state shall support the development of educational undertakings for disabled people. SPED Programs in China SPED Programs in India • Volunteers go to the far communities India's commitment to the spread of (to the Shan Xi or Mountain Nest) for those with cognitive delays. knowledge and freedom of thought • Cerebral Palsy cases go to the National among its citizens is reflected in its School for the Handicapped. Cases of Constitution (India’s 1968 Policy on autism are hospitalized. Education). • The teachers are usually regular teachers who have received special training. • Those who are educating the deaf know Chinese Sign Language and those who are educating the blind know Braille. SPED Programs in India… SPED Programs in India… (con’t) (con’t) • Disability awareness programs • 5% of the population of a university conducted in villages must consist people with • Work programs for people with disabilities based on merit; all of disabilities as there are degree the PWDs in universities receive programs in community based free tuition as this is the law rehabilitation • PWDs can press charges for • Rehabilitation Council of India discrimination, even in simple created benchmarks in the training cases such as calling them by the of professionals disability they have
SPED Programs in SPED Programs in Thailand Thailand…(con’t) • Section 43 of the 1997 Constitution • Education for the deaf and the blind stipulates that all Thai citizens shall enjoy are made available. their right to education which will be provided by the government to all citizens at least • Education of those with other twelve years of basic education with quality disabilities are by religious and free of charge. organizations and missionaries • The 1999 National Education Act reflect the • Correspondence courses are taken by models of education administration and PWDs who cannot leave their management supporting the provision of communities. education for all in compliance with the goals, and this includes education of the • Itinerant teachers go to the handicapped communities during Saturdays SPED Programs in South Russia’s Program for Gifted Korea Students • All of the students with disabilities are sent • Russia boasts of their programs for to school as the train system in Korea is the gifted very good. Even people living in the mountain areas can go to the city where • The literacy rate in Russia is there are schools because of accessibility. currently 99.4% • PWDs are given free tuition and busses • There is great emphasis on bring the special children to school every science and technology in day. education, Russian medical, • However, culturally speaking, the strong ones with no disabilities are valued by mathematical, scientific, and space society. PWDs find it difficult to find jobs. and aviation research is generally They usually have jobs involving crafts. of a high order (http://www.russianenic.ru/english/index.html,n.d.). Programs for the Gifted in Conclusions Russia • Special Education among the Asian countries in the • free tuition fee sample is primarily focused on disabilities. • stipend that is equivalent to a minimum • Teachers are supposed to be licensed and recognized by the government in most Asian countries. wage worker • The deaf and the blind are the common recipients of • students are enrolled in boarding schools Special Education. and they are given free board and lodging • For countries having an inclusion program such as • Special schools for ballet, potential athletes India, they have sign language interpreters and Braille go to the school for the Olympians readers available. In South Korea, all programs are • Specialized colleges such as school for oil done in schools as buses take the people with disabilities to their respective schools. • Rewards such as summer youth camps for students who perform well • Programs and services are dependent on the financial capacity of the countries.
Recommendations • A need to have more studies on how Special Education operates in Asian countries • Epistemological researches can be further done to probe on its definition By knowing the definition of Special Education in a specific country, the parameters of the discipline; the clientele it will serve and the type of services offered. • Standards in Asian countries regarding teacher qualification must be drafted clearly. There should also be a governing body that serves as an overseer to the practice of the discipline. An example of which is the Rehabilitation Council of India that oversees all Special Education programs. • A need for disability awareness programs in most Asian countries • A need to continuously develop programs and services

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Gomez. sped as operationalized by asia's grassroots[1]

  • 1. Current Practice Special Education as Operationalized • Most of the practices of Special Education are pegged on Western by Asia’s Standards. Grassroots • As the discipline itself is referenced to have Western origins since the time of Marie Grace A. Gomez, Ph.D., its founding father, Dr. Jean Itard, the RGC University of the Philippines materials read are mostly of Western Special Education Department thought. • The term, Special Education was coined by Alexander Grahambell. Definition of SPED Scope of SPED Special Education is the type of • The scope of the field covers disabilities education specifically designed for such as mental retardation, learning learners with special needs who can disabilities, emotional/behavioral disorders not profit maximally from regular and communication disorders, hearing education such that they require impairment, visual impairment, physical trained personnel, modifications in the disabilities on one end and giftedness, curricula, teaching methods, creativity and talent on the other end. instructional materials and adaptations (Hallahan and Kauffman, 2005). in facilities and equipment (RA 7277) This study provides an • This paper is on the grassroots epistemological explanation on operationalization of Special Education in China, India, Thailand, South Korea, and how Special Education is Russia. operationalized in the Asian • It involves research participants who are context. natives of these countries but are residing in Metro Manila because they were receiving graduate training. • All of the participants are teachers but have no Special Education backgrounds as the grassroots perspective is being investigated on.
  • 2. Country Translation Literal Meaning SPED in China China Té shÅ« xue Special Education India Sirapu Kalvi Special Education • Té shÅ« xue (Mandarin) Thailand Karn-suksa piset Karn suksa- education • usually associated with a disability such Piset - special as being deaf (lóng) or dumb (yă) South Korea Jang Ae In Kyo Yuk Jang Ae-Handicap • can also be associated with having a In-Person Kyo Yuk - disease such as the case of Mental Russia None Education Retardation wherein the word disease (bìng) is added • Jing shén bìng or a mental processing disease (Mental Retardation) • It is noted that developmental disabilities are considered as diseases in the native language SPED in India SPED in Thailand • Sirapu Kalvi Karn-suksa piset • influenced by the British Students usually have physical and sensorial disabilities Korea Teacher Qualification Country Regular Teacher SPED Teacher • Jang Ae In Kyo Yuk China Licensed teacher. No license needed in the • All Special Education schools cater Government gives teacher licensure examination. communities, the nuns and other religious groups administer to the handicap India License needed services Licensed needed Thailand License needed • Though there are schools for the South Korea License needed gifted in Korea, giftedness is not Russia No license needed. The No license needed. The considered under special education examinations in the universities are sufficient examinations in the universities are sufficient among the grassroots Mongolia Registry of teachers No position for Special Education needed teachers
  • 3. Education Law of the People's Republic of China • Article 10. The state shall help all minority nationality regions develop educational undertakings in light of the characteristics Programs and and requirements of different minority nationalities. The state shall support the Services development of educational undertakings in remote border areas and poverty- stricken areas. The state shall support the development of educational undertakings for disabled people. SPED Programs in China SPED Programs in India • Volunteers go to the far communities India's commitment to the spread of (to the Shan Xi or Mountain Nest) for those with cognitive delays. knowledge and freedom of thought • Cerebral Palsy cases go to the National among its citizens is reflected in its School for the Handicapped. Cases of Constitution (India’s 1968 Policy on autism are hospitalized. Education). • The teachers are usually regular teachers who have received special training. • Those who are educating the deaf know Chinese Sign Language and those who are educating the blind know Braille. SPED Programs in India… SPED Programs in India… (con’t) (con’t) • Disability awareness programs • 5% of the population of a university conducted in villages must consist people with • Work programs for people with disabilities based on merit; all of disabilities as there are degree the PWDs in universities receive programs in community based free tuition as this is the law rehabilitation • PWDs can press charges for • Rehabilitation Council of India discrimination, even in simple created benchmarks in the training cases such as calling them by the of professionals disability they have
  • 4. SPED Programs in SPED Programs in Thailand Thailand…(con’t) • Section 43 of the 1997 Constitution • Education for the deaf and the blind stipulates that all Thai citizens shall enjoy are made available. their right to education which will be provided by the government to all citizens at least • Education of those with other twelve years of basic education with quality disabilities are by religious and free of charge. organizations and missionaries • The 1999 National Education Act reflect the • Correspondence courses are taken by models of education administration and PWDs who cannot leave their management supporting the provision of communities. education for all in compliance with the goals, and this includes education of the • Itinerant teachers go to the handicapped communities during Saturdays SPED Programs in South Russia’s Program for Gifted Korea Students • All of the students with disabilities are sent • Russia boasts of their programs for to school as the train system in Korea is the gifted very good. Even people living in the mountain areas can go to the city where • The literacy rate in Russia is there are schools because of accessibility. currently 99.4% • PWDs are given free tuition and busses • There is great emphasis on bring the special children to school every science and technology in day. education, Russian medical, • However, culturally speaking, the strong ones with no disabilities are valued by mathematical, scientific, and space society. PWDs find it difficult to find jobs. and aviation research is generally They usually have jobs involving crafts. of a high order (http://www.russianenic.ru/english/index.html,n.d.). Programs for the Gifted in Conclusions Russia • Special Education among the Asian countries in the • free tuition fee sample is primarily focused on disabilities. • stipend that is equivalent to a minimum • Teachers are supposed to be licensed and recognized by the government in most Asian countries. wage worker • The deaf and the blind are the common recipients of • students are enrolled in boarding schools Special Education. and they are given free board and lodging • For countries having an inclusion program such as • Special schools for ballet, potential athletes India, they have sign language interpreters and Braille go to the school for the Olympians readers available. In South Korea, all programs are • Specialized colleges such as school for oil done in schools as buses take the people with disabilities to their respective schools. • Rewards such as summer youth camps for students who perform well • Programs and services are dependent on the financial capacity of the countries.
  • 5. Recommendations • A need to have more studies on how Special Education operates in Asian countries • Epistemological researches can be further done to probe on its definition By knowing the definition of Special Education in a specific country, the parameters of the discipline; the clientele it will serve and the type of services offered. • Standards in Asian countries regarding teacher qualification must be drafted clearly. There should also be a governing body that serves as an overseer to the practice of the discipline. An example of which is the Rehabilitation Council of India that oversees all Special Education programs. • A need for disability awareness programs in most Asian countries • A need to continuously develop programs and services