Regine A.

Mamac
BEEd-2
Direction: Read and answer the following questions. For essay type, provide citations (2-3) to
support your discussions. (you may place this in yellow pad or bond paper, written or in type
written).
a. What is inclusion?
Some researcher suggests a variety of definitions for the term inclusion. Most definitions
align with the following four themes: the law, as a placement, as a process, or as a philosophy.
The appears to indicate a preference that students with disabilities are included in general
education classrooms alongside their nondisabled peers, there remains ambiguity as to the
extent of inclusion. The law has been underlying theme for defining and implementing inclusion
in the education system. Theoharis and Causton (2014) defined inclusion using the placement
of students with disabilities having full access to general education curriculum, instruction, and
peers to define inclusion. One students of all abilities receive and education in the same
classroom, inclusion is being implemented. Rief and Heimburge (2006) emphasize differentiated
instruction when defining inclusive education and pedogogical choices that meet the needs of all
students. The authors claim inclusion should be changing the pace, level or kind of instruction.
Inclusion is providing challenging instruction to motivate students. Inclusion is relevant, flexible,
and carried, meaning it is essential learning but is adapted for students’ particular needs.
Students with disabilities need to be actively engaged in the content with their thinking and
ideas being challenged and pushed to new limits. Mcleskey, Waldron, Spooner, and Algozzine
(2014), which states inclusion is “places where students with disabilities are valued and active
participants and were, they are pointed supports needed to succeed in academic, social, and
extracurricular activities of the school”. Inclusion is a philosophy and social justice perspective. It
is valuing diverse learning and a core belief system that guides professional thinking. They
claim inclusion is the removal of barriers while providing accommodations in shared
environments.
In general, the definition is critical component that is frequently overlooked that inclusion
has an assumed definition when in reality there are many different perspectives of what
inclusion is. This information is for the preparation of the future educator to gain or have a better
understanding of the definition of inclusion, the barriers they may encounter, and the best
practices to guide them towards inclusive success.

b. How is inclusion different and similar to mainstreaming and integration?

Inclusion is the best way to describe the openness and the enthusiasm with which we
are recognizing how important every day little kid experience are to children. It is different to
mainstreaming and integration. The spirit of mainstreaming and practicality of integration have
been combined. Inclusion means that we recognize that every child should be included in our
every childhood program and that the needs of every child (wether he or she has a disability or
not) should be considered in the planning, implementation, and evaluation of our efforts.
Mainstreaming means bringing a child with a disability into the mainstream of society. The
difference between inclusion and mainstreaming and inclusion is that students who are
participating in mainstreaming are expected to keep up with the other students in the class with
little to no assistance same also for integration. Integration means that students with disabilities
learn alongside peers without disabilities and accept individual differences. Others argue that
the terms differ primarily because of the degree to which learners with disabilities are expected
to participate in the regular school environment and how the services will be provided for such
individuals in the regular school environment (Ainscow, Booth & Dyson, 2006; Landsberg,
kruger & Nel, 2005). According to Friend & Bursuck (2002), mainstreaming involves the physical
placement of learners with disabilities in regular education setting only when they can cope with
the traditional curriculum with some assistance. However, as educators, we totally agree with
some assistance. However, as educator, we totally agree with Friend & Bursuck, (2002)’s view
that some learners with disabilities should be brought to regular schools more for socialization
purposes so that they learn social skills from their peers without disabilities. Integration is a
process whereby learners with disabilities are cconfined to a special class/unit.
All in all, the difference of inclusion to mainstreaming is that inclusion is participating with
peers without disabilities. And for mainstreaming and integration is participating with peers with
disabilities.

c. How do EFA Goals 2,3 and 6 relate to inclusion?

Education for All (EFA) is a global movement that all children are involved different
cultures, religions, disabilities. There are six goals established in the Dakar Framework for
Action, Education for All; Meeting our collective Commitments and goal 2,3, and 6 are also
related to inclusion.
Goal 2 which is providing free and compulsory primary education for all. Some parents
do not send their children in school because of the disabilities of their child. According to
Stewart (2003), children with disabilities have the right to enroll in any school at all levels.
Therefore, all children including with disabilities have a right to free and compulsory primary
education and to secondary education and further education or training. All people with
disabilities have the right to continue learning to learn and to progress on an equal basis with all
people.
Goal 3 which is promote learning and life skills for young people and adults. It is
important for those people with disabilities to develop life skills. It’s not all about a more
independent life, even though it can greatly contribute. It’s also about having fun and enjoying
the day to day social opportunities that come along. According to Lipsitt (1998), trying to teach a
special needs student life skill, when the students they are modelling do not have skills
themselves is one of the many reasons for inclusion into general education classroom.
Goal 6 which is improve the quality of education. According to Slee (2011), they need to
be educated about it and the reason why they need to develop good behavior towards disabled
children and send them to regular school to help them get a quality education.
In general, education for all is one of the needs of everyone. It enhances the knowledge,
skill and intelligence of a person and enables him/her to lead a successful life.
d. Are the principles of inclusion aligned to your personal beliefs in teaching and
learning?
To teach effectively, the teacher must understand the principles of learning. Principles
are important for the governing of actions and the operation of techniques in any field of
education. It is accepted in the field of education that it also become part of one’s philosophy.
Although, serves to determine, evaluate his educational aims, activities, practices and
outcomes. For me, the principles of inclusion are aligned in my belief when it comes to teaching
and learning. My reason is, principles are guides to make teaching and learning effective,
wholesome, meaningful and productive. Webster says a principle is a comprehensive law or
doctrine which an accepted or professed rule of action or conduct is derived. Ayer also said “the
term principles is a comprehensive law or doctrine.
Indeed, it is essential to inclusion that school staff to understand the various policies and
laws that apply to their role and meet their legal obligations to students living with disability and
their families. It is also a duty and responsibility to know and understand the principles for
everyone. Additionally, the principles for inclusion activities may be replicated by other schools
wanting to build staff capacity to understand, uphold and put the principles into action. Schools
must use the principles of inclusion activities as they are or modify them to suit their context,
with the aim of building staff capacity for inclusive practices. 

e. What are the initiatives of the DepEd and the Aquino Administration which are aligned
to the principles in inclusion? Point out some of these. Then, be prepared to share your
ideas to the class.
Principles are important for the governing of actions and the operation of techniques in
any field of education. The initiatives of the DepEd and Aquino Administration in inclusion are is
to enhance the inclusive practices for the disabilities. The k to 12 inclusive practices is the guide
because its developed. It is informal resources to support the school divisions. We all know, the
k to 12 programs are implemented globally. The expanded curriculum is good and great for the
preparation of the learners.
The Department of Education (DepEd) said that the public special education (SPED)
schools will follow the same enhanced curriculum under the K (kindergarten) + 12 basic
education curriculum (BEC) reform program being implemented under the Aquino
administration. Education Secretary Armin Luistro said that the SPED schools will get the same
lesson modules just like regular learners but teachers will have to introduce some modifications
to suit their unique learning needs. He also said that SPED is always a part of regular education
and as such, it follows the regular basic learning competencies. Furthermore, one of the
principles of inclusion is gives each eligible child and disabilitities the right to a free appropriate
public education.
Additionally, inclusive education is the core principle of the K to 12 Basic Education
Program. This promotes the right of every Filipino to quality, equitable, culture-based and
complete basic education. The goal of the K to 12 curriculum is for all learners to have access to
quality and relevant education.
f. Give meaning of the following terms aligned with inclusion or SPED
 1. Curriculum
2. Curriculum modification
3. Curriculum accommodation
4. Curriculum adaptation Curriculum
5. Effective Teaching Strategies
6. Cooperative Learning
7. Peer-mediated Approach
8. Cognitive and Metacognitive Approaches
9. Self-directed Learning
10. Direct Instruction
Inclusion in special education programs is an important part of the continuum of special
education placements required by the individuals with Disabilities Education Act. Inclusion refers
to the practice of educating children with learning disabilities and other types of disabilities in the
regular education classroom.
Curriculum is a scope and sequence of instruction. Curriculum is essentially what tells you
what to teach and when to teach it. Sometimes it includes the materials and strategies to teach
the skill and sometimes it doesn’t. It used to described the activities of teaching. Curriculum
modification is an educational strategy that allows special needs students to have better
success to information and resources. Curriculum modification consists of the adjustments
educators make to curriculums to make them accessible for students with special needs. The
main idea behind curricular accomodations is that students who receive them are still required
to complete the same comparable work as their peers. They are held to the same learning
standards, by simply complete the work in ways that better suit their individual needs.
Curriculum adaptation is an ongoing dynamic process that modifies and adapts the prescribed
program of studies to meet the learning requirements of a student with special needs. It enables
the teaching team to welcome learners of all abilities and ensures that every student is
challenged to learn. Effective teaching strategies are methods that teachers use to deliver
course material in ways that keep students engaged and practicing different skill sets. Teaching
strategies, also known as instructional strategies. Cooperative learning is an effective tool when
modified to fit the learning strengths and needs of the special education. It is essentially the
formation of small groups with specialized roles for each student. Peer-mediated approach is
an instruction in special education where peers of the target students are trained to provide
necessary tutoring in educational, behavioral, and/or social concerns. Cognitive and
metacognitive approach are an are of psychology that focuses an mental process, perception,
and language as a way of explaining and understanding human behavior. And refers to the
intellectual functioning of the mind with regard to the learners ability to attend, acquire,
represent, and recall information. According to Knowles (1975) self-directed learning describes
a process by which individuals take the initiative, with or without the assistance of others, in
diagnosing their learning needs, formulating learning goals, identifying human and material
resources for learning, choosing and implementing appropriate learning strategies and
evaluating learning outcomes. Direct instructin is the use of straightforward, explicit teaching
techniques, usually to teach a specific skill. It is crucial component of special education
program. Our student require direct instruction in order to learn, master and generalize skills.
g. Give the similarities and dissimilarities between UN Convention on the Rights of
Persons with Disabilities and the United States- Individuals with Disabilities Education
Act (IDEA).
The Convention on the Rights of Persons with Disabilities (UNCRPD) is an international
treaty which identifies the rights of disabled people as well as the obligations on Parliament and
the NI Assembly to promote, protect and ensure those rights. It aims to ensure that disabled
people enjoy the same human rights as everyone else and that they can participate fully in
society by receiving the same opportunities as others. The Individuals with Disabilities
Education Act (IDEA) is a law that makes available a free appropriate public education to
eligible children with disabilities throughout the nation and ensures special education and
related services to those children.
Similarly, the IDEA is free early education, primary and secondary. It’s appropriate
education at no cost to parents; Rowley (1982) and Endrew (2017). The public education is a
strong priority. The IEPs for academic, behavioral and social goals; the IEP procedural and
substantial requirements are needed. Also, the CRPD is free primary education only which is no
obligation for free secondary education or early education. It’s appropriate measures only for
students who are blind, deaf or deaf-blind. In which, reasonable accommodation as obligation
on an individual basis, activated by demand of an individual that the concept is accompanied by
two inhibitory barriers, disproportionate and undue burden, which are negotiable. The public and
private schools is access education in both public and private academic institutions on an equal
basis with others. Then, individualized education plans (IEPs) which is emphasis on social goals
and learning styles and not explicit IEPs procedural and substantial requirements. In contrast,
both are having free education, appropriateness/reasonableness, public education and
individualized education programs/plans.

h. Provide the equivalent environment for inclusive classroom as it will be transformed

into inclusive classroom:

Traditional classroom Inclusive classroom

Relationships Distant (the teacher The teacher and student wil
addresses students with her work together and support
back towards them) the needs of the learner.
Who is in the classroom? The teacher, as well as The teacher, as well as
students with quite similar students with their parents.
abilities.
Seating arrangement Identical seating Putting student working
arrangements in every stations in an open corner of
classroom (example: all the room next to a window,
children seated at desks in so that the area feels open
rows; girls on one side of the and larger for students who
room, boys on the other) may need to move around
the work station to work with
peers.
Learning materials Textbook, exercise book, Textbook, Chalkboard for
 chalkboard for teacher teacher
Resources The teacher is interacting The teacher interacting with
with children without using students with using suitable
any additional teaching teaching materials.
materials.
Evaluation Standard written Written test orally
examinations.

i. Use the following grid to consider the adjustments that could be made to assist CSNs in your
school or class.

Area What needs to be Who should be What resources

done? involved? (people or materials)
can be used to
assist?
Staff Hire teachers Teachers and Speakers or guests
attitudes/knowledge students lecturers and
psychologist to assist
the staff in aiding the
students
Students attitudes Staff or the teacher School staff and Playing station, toys
should be patient other personnel’s
Physical Healthy environment School staff, students Toys, playing station
characteristics of and physically and parents and the room should
school/classroom be well-ordered
Timetable Teach and support Teachers and Clock or watches
the student without parents
pressure. It should be
convenient in the
learning process.
Curriculum Must be sensitive for Teachers Learning materials
student capacity to
learn
Available resources All requisite material Teachers and Medical personnel
and equipment for the learners is medical personnel’s and equipment
always available.
Teaching Learning Teachers should Teacher, students Rewards for the
Arrangement focus to the needs of and parents learners and play
their learner and give station
their time to learn
and play.

j. Collect a sample of an individualized Lesson Plan (ILP) and create your own ILP on specific
disability and level of your choice.

My Lesson Plan for Special Education

Lesson Plan
Skills: crafting
Level: Pre-school
Topic: Arts
Lesson Learning Outcome
At the end of the lesson, students should be able to:
 Develop their thinking and their skills in arts
Activities
 Activity 1: Identify and Find things in Nature.
 Activity 2: Color the objects
 Activity 3: Building a house
Stages Activities Ava/material
Energizer (5 minutes)  The learning  Cards of object
Whole Class Activity outcomes of the
Activity 1: Identify and Find lesson are stated to
Things in Nature student.
 Students will find
object or things in
nature and they
should identity what it
is.

Discuss what is color and its  The student will  Visual aid
categories identify the categories
Whole class activity of the colors
Group Activity  Students should  Colors
Activity 2: Coloring the participate in the  Illustration board (1/4)
Objects activity. They should
color the object that
the teachers given.
Group Activity  Students will work  Popsicle stick
Activity 3: Building a house together to build a
house.
Closure  Teacher will recap  Visual aid
(5 min. whole class activity) their activities or
lesson that they
gained.
 Students are given
feedback on the
lesson and activity
carried out.