HISTORY OF SPECIAL

EDUCATION
 WHAT DO WE MEAN BY EDUCATION?
Process

facilitates

knowledge skills skills beliefs habits

This can take place in formal or informal contexts.

Furthermore, it constitutes an inherent right of every human being that
must be guaranteed by all governments.
 SHOULD HUMAN RIGHTS
BE GUARANTEED TO ALL PEOPLE
REGARDLESS OF WHAT THEY ARE?
 WHAT IS SPECIAL EDUCATION?
It refers to the set of knowledge and multidisciplinary
interventions (educational, psychological, social, medical, etc.)
that aim to maximize the specific characteristics of a student who
has a Special Educational Need (SEN).
Today we know that a Special Educational Need may or may not
be related to a disability.
WILL WE ALL HAVE EDUCATIONAL NEEDS
?

Let's see
some examples...
 CASE ANALYSIS
Luis lives with a condition called phocomelia, whereby part of his
right arm has not fully developed and his fingers are joined at his
elbow.
Luis has a physical disability and has compensated for it by
performing all movements with his left arm.
CAN LUIS BE CARED FOR IN A
REGULAR SCHOOL?
 CASE ANALYSIS
Antonieta is a gifted girl. From an early age, his parents realized
that he was very good at activities that involved mathematics.
Currently, he is 9 years old and handles complex subjects such as
algebra and trigonometry.
CAN ANTONIETA BE CARED FOR IN A
REGULAR SCHOOL?
CHARACTERISTICS OF SPECIAL
EDUCATION

-Progressive: it starts at the level at which the person is.

-Evaluative and Diagnostic: seeks to determine and
describe elements that prevent or block access to learning.
-Individualized: It takes as a starting point the diagnosis and
the level of functioning of the person.
-It is dynamic and continuous as a process.
 WHAT TYPES OF SPECIAL
EDUCATIONAL NEEDS CAN WE FIND?
As we have already said, special educational needs are not
always related to a disability. Despite this, all special
educational needs require a curricular adaptation,
methodology or appropriate work strategy in order to be
satisfied.
 WHAT TYPES OF SPECIAL
EDUCATIONAL NEEDS CAN WE FIND?
-NEE associated with Disability (intellectual, sensory, physical or multiple).
-NEE associated with Giftedness.
-NEE associated with ASD (Autism Spectrum Disorder).
-NEE associated with Behavioral Disorders
-NEE associated with Developmental Disorders.
-NEE associated with Communication Disorders.
-NEE associated with Attention Deficit Disorder.
-NEE associated with other
disorders.
 WHAT IS DISABILITY?
Disability refers to a life condition acquired during any stage of the
life cycle (from pregnancy to old age) that is characterized by
significant limitations in intellectual, motor and/or sensory
functioning and, consequently, in the adaptive behaviors of the
individual, that is, the way in which he or she interacts and is
affected by his or her environment.
 HISTORICAL EVOLUTION
Throughout history, people with disabilities have been perceived in
different ways, which directly affected the way in which they were
conceived, treated, valued, cared for, and educated.
Two major approaches to disability can be mentioned:
-SEGREGATIONIST APPROACH
-INTEGRATIONIST APPROACH
SEGREGATIONIST APPROACH
This approach was characterized by the extermination,
marginalization and rejection of people with disabilities who were
conceived as cursed, bewitched, inept and incapable people
who could not relate or function in a “normal” context. In this
approach we can identify 3 approach models.
-Doctor
-Psychological
-Rehabilitator
 MEDICAL MODEL
This model is characterized by the pathological determination of
disability, that is, the person is defined by the presence of
symptoms and is assessed by their biological and neurological
manifestations. Its purpose was to separate healthy individuals
from "the sick" by confining the latter group in institutions,
asylums or hospitals for their entire lives.

WHAT IS THE BIGGEST PROBLEM WITH THIS

MODEL?
 PSYCHOLOGICAL MODEL
This model focused on determining abnormality depending on the
deviation from the norm or average of a population in terms of a
particular attribute. Under this model, all psychometric tests began
to appear and the first attempts to classify people with disabilities
began. In addition, experiments are carried out on human beings.
WHAT IS THE BIGGEST PROBLEM WITH THIS
MODEL?
REHABILITATIVE MODEL
This model takes up concepts from the medical model, focusing
the problem solely on the individual, their deficiencies and
difficulties. He believes that rehabilitation through professional
intervention is necessary to ensure that the disabled person gets
as close as possible to the normal functioning of a body. It
focuses the work on the professional and relegates the disabled
person to a passive role.
WHAT IS THE BIGGEST PROBLEM WITH THIS
MODEL?
INTEGRATIONIST APPROACH
Since the 1950s, individualized support services for people with disabilities have
begun to emerge based in the community and created or directed, for the most part,
by the parents of children with disabilities.
In 1978, Danish legislation introduced the term normalisation and defined it as
“offering people with disabilities living conditions identical to those received by other
people”.
In 1990, UNESCO established the principle of education for all, which establishes
the right to an education adapted to the needs of each child, regardless of the extent
of the disability they present or any particular need. This approach includes the
models:
-Ecological
-Personal autonomy

-Human Rights
 ECOLOGICAL MODEL
Disability is beginning to be seen from an ecological perspective,
that is, from the person-environment interaction. In 1997, the
WHO defined disability as “the result of the interaction between
personal characteristics and the physical environment, social
situations and resources.” This model emphasizes support in the
provision of services to people with disabilities. Despite this, this
model attempts to integrate but without actually achieving
inclusion.
PERSONAL AUTONOMY MODEL
It arose as a result of the defense of the rights of soldiers
who survived the Vietnam War. Its main objective is
rehabilitation outside of institutions, the right of people to
decide how they wish to be cared for or rehabilitated, as well
as to request professional services when they consider it
appropriate. The adoption of this model requires changes in
the way people with disabilities perceive and accept their
disabilities.
HUMAN RIGHTS MODEL
It is based on the various international conventions, treaties and
commissions that ensure the dignity and rights of people with
disabilities. It seeks to ensure that children, adolescents and
adults with disabilities, as members of society, can have the
same rights and obligations as others. Governments are
urged to ensure that all members are fully included and that all
receive the support they need within the framework of common
structures and services in education, health, employment,
recreation, justice, etc.
 SPECIAL EDUCATION IN
GUATEMALA
- 1945: The Pro-Blind and Deaf Committee of Guatemala founds its
first schools to serve the blind and deaf population.
- 1962: The Neurological Institute of Guatemala is founded, serving
children and adolescents with intellectual disabilities.
- 1974: The Directorate for the Rehabilitation of “Subnormal” Children
was created by Government Agreement, which would later change its
name to the Directorate of Special Educational Assistance in 1976.
-1985: The first Special Education actions are carried out within
the Ministry of Education, establishing the Integrated Classrooms
Program (PAIME) and the Resource Classrooms Program (PARME) with
a marked integrationist focus.
 SPECIAL EDUCATION IN
GUATEMALA
- 1985: Parents' movements of people with disabilities begin
to promote the creation of Special Education Schools or
Centers.
- 1991: Chapter III related to Special Education is included in
the National Education Law.
-1996: The Law for the Care of People with Disabilities
is approved and the National Council for the Care of
People with Disabilities (CONADI) is created.
 SPECIAL EDUCATION IN
GUATEMALA
- 2001: The Policy and Regulations on Access to Education for
the population with Special Educational Needs are established
according to ministerial agreement 830-2003. It defines that the
population with special educational needs, with or without
disabilities, have the right to special education as well as regular
education with the respective support services.
- 2008: The Ministry of Education includes the General
Directorate of Special Education and appoints it as the entity
responsible for the implementation of the Special Education
Law.
 LEGAL BASIS FOR
THE CARE OF POPULATION WITH
SPECIAL EDUCATIONAL
NEEDS
 INTRODUCTION
The national legal basis constitutes a tool that supports the inclusion with quality
and equity of the population with Special Educational Needs associated or not with
a disability.
The proper interpretation of laws, agreements, treaties and resolutions strengthens
decision-making in favor of the population with children and adolescents who have
the right to an education in their own context with the relevant adjustments.
 NATIONAL LEGAL BASISPOLITICAL
CONSTITUTION OF THE REPUBLIC
OFGUATEMALA
The Constitution establishes that the Guatemalan population has the right to
receive education in the following manner:

free Without
discrimination
NATIONAL LEGAL BASISMINISTRY OF EDUCATION
-MINEDUC-
The Ministry of Education has inescapable responsibilities as the governing body of
the educational system. One of the most important is to present society with a set of
guidelines that contribute to meeting the educational needs of the
Guatemalan population, which includes children and adolescents with special
needs.

NATIONAL LEGAL BASIS

EDUCATION LAW LEGISLATIVE DECREE 12-91

It establishes that the MINEDUC is responsible for promoting the

comprehensive development of people with special educational needs as
a transversal modality in the educational system.
 NATIONAL LEGAL BASIS
LAW ON CARE FOR PEOPLE WITH DISABILITIES DECREE
LEGISLATIVE 135-96

Chapter IV, Education, establishes that it is necessary to guarantee equal

opportunities for people with disabilities in the educational field.
In addition, it makes the MINEDUC responsible for formulating educational
programs that serve the population with special needs. This provision
includes public and private education.
 NATIONAL LEGAL BASIS
POLICY AND REGULATIONS ON ACCESS TO EDUCATION
FOR POPULATION WITH EDUCATIONAL NEEDS
SPECIAL MINISTERIAL AGREEMENT 830-2003

It is established as the legal instrument that operationalizes the right to

education of the population with special educational needs in the national
educational system within a framework of inclusion.
 NATIONAL LEGAL BASISGENERAL
DIRECTORATE OF SPECIAL
EDUCATIONGOVERNMENTAL AGREEMENT 225-2008

Body within the MINEDUC responsible for Special Education, in charge of ensuring
the application of related laws and public policies aimed at the development
and evolution of people with special educational needs associated or not with
disabilities.
 INTERNATIONAL LEGAL BASIS
Guatemala has participated in international agreements, conventions and treaties to promote
attention to diversity, and the rights of students with the greatest disadvantages due to
vulnerability have been established, including those with special educational needs. They also
propose an educational concept that promotes a change of paradigms from the perspective of
human rights with a focus on inclusion in the regular educational system.
- Universal Declaration of Human Rights, 1948
-Declaration of the Rights of the Child, 1990 -World Conference on Education for All and
the framework for action to meet basic learning needs, 1990
-Salamanca Declaration on Special Education Needs, Access and Quality, 1994 -
Mesoamerican Declaration on Inclusive Education, 2004
International Conference on Education “Inclusive Education: the path 2008