MODULE 1:

HISTORICAL PERSPECTIVES AND LEGAL BASES

I. Learning Objectives :
 trace the history of Special Education.
 Identify the legal basis/foundation of Inclusive and Special Education
 Differentiate Special and Inclusive Education practices through the years
and relate to current situation

II. Introduction

Historically, the interest to educate Filipino children with disabilities was

expressed more than a century ago in 1902 during the American regime. The General
Superintendent of Education, Mr. Fred Atkinson, reported to the Secretary of Public
Instruction that deaf and blind children were found in a census of school-aged children
in Manila and nearby provinces. He proposed that these children be enrolled in school
like the other children. However, it was not until 1907 when the special education
program formally started in the country. The Director of Public Education, Mr. David
Barrows, worked for the establishment of the Insular School for the Deaf and the Blind
in Manila. Miss Delight Rice, an American educator, was the first administrator and
teacher of the special school. At present the School for the Deaf is located on Harrison
Street, Pasay City while the Philippine National School for the Blind is adjacent to it
on Polo Road.

Engage Activity: Guide Questions (Quick Reflection)

1. What are your experiences with children who have special needs?
2. What do you know about the history of special and inclusive education?
3. What have you heard about Inclusive Education?
4. What would you like to learn about special and inclusive education?
5. What sort of investigation would you need to do in order to find out about
inclusive education in the Philippines?

III. Lesson/ Notes/ Study Guide

Historical perspectives of Special Education:

1926 to 1949

The Philippine Association for the Deaf (PAD) composed mostly of hearing-
impaired members and special education specialists was founded in 1926. The following
year in 1927, the government established the Welfareville Children's Village in
Mandaluyong, Rizal. In 1936, Mrs. Maria Villa Francisco was appointed as the first
Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National
Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young

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patients who had to be hospitalized for long periods of time. In 1949, the Quezon City
Science High School for gifted students was inaugurated. In the same year, the
Philippine Foundation for the Rehabilitation of the Disabled (PFRD) was organized.

1950 to 1975

In 1950, PAD opened a school for children with hearing impairment. The Elsie
Gaches Village (EGV) was established in 1953 in Alabang, Muntinlupa, Rizal to take
care of abandoned and orphaned children and youth with physical and mental handicaps.
The following year in 1954, the first week of August was declared as Sight Saving
Week.
The private sector supported the government's program for disabled Filipinos. In
1955, members of Lodge No. 761 of the Benevolent and Protective Order of Elks
organized the Elks Cerebral Palsy Project Incorporated. In the same year the First Parent
Teacher Work Conference in Special Education was held at the SDB.

In 1956, the First Summer Institute on Teaching the Deaf was held at the School
for the Deaf and the Blind in Pasay City. The following school year marked the
beginning of the integration of deaf pupils in regular classes.

In 1957, the Bureau of Public Schools (BPS) of the Department of Education and
Culture (DEC) created the Special Education Section of the Special Subjects and
Services Division. The inclusion of special education in the structure of DEC provided
the impetus for the development of special education in all regions of the country. The
components of the special education program included legislation, teacher training,
census of exceptional children and youth in schools and the community, the integration
of children with disabilities in regular classes, rehabilitation of residential and special
schools and materials production. Baguio Vacation Normal School ran courses on
teaching children with handicaps. The Baguio City Special Education Center was
organized in the same year.

In 1958, the American Foundation for Overseas Blind (AFOB) opened its
regional office in Manila. For many years AFOB assisted the special education program
of the DEC by providing consultancy Services in the teacher training program that
focused on the integration of blind children in regular classes and materials production at
the Philippine Printing House for the Blind.

In 1960, some private colleges and universities started to offer special education
courses in their graduate school curriculum. In 1962, the Manila Youth and
Rehabilitation Center (MYRC) was opened. The center extended services to children and
youth who were emotionally disturbed and socially maladjusted. In the same year, DEC
issued Circular No. Il s. 1962 that specified the "Qualifications of Special Education
Teachers." Also, in 1962, PFRD sponsored the Second Pan Pacific Rehabilitation
Conference in Manila that convened international experts in the rehabilitation of

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handicapped persons. Another milestone in 1962 was the experimental integration of
blind children at the Jose Rizal Elementary School in Pasay City. The First National
Seminar in Special Education was held at SDB in Pasay City in 1962. It was also in 1962
when the St. Joseph of Cupertino School for the Mentally Retarded, private day school,
was founded.

The training of DEC teacher scholars at the University of the Philippines

commenced in 1962 in the areas of hearing impairment, mental retardation and mental
giftedness under R.A. 5250. In the same year, the Philippine General Hospital opened
classes for its school-age chronically ill patients.

With the approval of R.A. No. 3562 in 1963, the training of DEC teacher scholars
for blind children started at the Philippine Normal College. The Philippine Printing
House for the Blind was established at the DEC compound with the assistance of the
American Foundation for Overseas Blind, UNICEF and CARE Philippines. In the same
year, the Manila Science High School for gifted students was established. 114 1964, the
Quezon City Schools Division followed suit with the establishment of the Quezon City
Science High School for gifted students.

The year 1965 marked the start of the training program for school administrators
on the organization, administration and supervision of special education classes. The
First Institute on the Education and Training of the Mentally Retarded was sponsored by
the Special Child Study Center, the Bureau of Public Schools and the Philippine Mental
Health Association at the Ateneo de Manila University. In 1967, BPS organized the
National Committee on Special Education. General Letter NO. 213 regulating the size of
special classes for maximum effectiveness was issued in the same year.

With the approval of R.A, No. 5250 in 1968 the teacher training program for
teachers of exceptional children was held at the Philippine Normal College for the next
ten years. In the same year, the First Asian Conference on Work for the Blind was held
in Manila.

In 1969, classes for socially in maladjusted children were organized at the Manila
Youth Reception Center. The Jose Fabella Memorial School was divided into five units
and assigned to different parts of Metro Manila: the Philippine Training School for Boys
in Tanay, Rizal; the Philippine Training School for Girls in Marillac Hills, Alabang,
Muntinlupa; Reception and Child Study Center in Manila; Elsie Gaches Village in
Alabang and Nayon ng Kabataan in Pasay City.

The training of teachers for children with behavior problems started at the
University of the Philippines in 1970. In the same year, the School for the Deaf and the
Blind established in 1907 was reorganized into two separate residential schools: The
School for the Deaf (PSD) stayed in the original building and the Philippine National

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School for the Blind (PNSB) was built next to PSD. Also, in the same year, a special
school was established in San Pablo City, the Paaralan ng Pag-ibig at Pag-asa.
DECS issued a memorandum on Duties of the Special Education Teacher for the
Blind in 1971. In 1973, the Juvenile and Domestic Relations Court Manila established
the Tahanan Special School for socially maladjusted children and youth. Meanwhile, in
the same year, the First Asian Conference on Mental Retardation was held in Manila
under the auspices of the UNESCO National Commission of the Philippines and the
Philippine Association for the Retarded (PAR). Caritas Manila 's Special School for the
Retarded was organized by Rev. Fr. Arthur Malin, SVD.

In 1974, the First National Conference on the Rehabilitation of the Disabled was
held at the Social Security Building in Quezon City. The Southeast Asian Institute for
Deaf (SAID), a private day school, was established in the same year. The following year,
the Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools. Six schools were chosen to organize special
education programs for the different types of exceptional children. Until today, the
Silahis Centers continue to lead in the inclusion of exceptional children in regular
classes.

When the DEC was reorganized into the Ministry of Education Culture (MEC) in
1975, the Special Subjects and Services Division was abolished. The personnel of the
Special Education Section were divided into two. Half of them composed the Special
Education Unit of the MEC while the other half was assigned to the Special Education
Unit of the MEC National Capital Region in Quezon City.

1976 to 2000

In 1976, Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino
Child. The National Action Plan for Education was promulgated which included
provisions for in-and-out-of-school exceptional children. In the same year, the First
Camp Pag-ibig, a day camp for handicapped children was held on Valentine's Day in
Balara, Quezon City. Meanwhile, the Juvenile and Domestic Relations Court in Quezon
City organized the Molave Youth Hall for Children with Behavior Problems.

In 1977, MEC issued Department Order No. 10 that designated regional and
division supervisors of special education programs. The West Visayas State College of
Iloilo City started its teacher training program and offered scholarships to qualified
teachers. The Bacarra Special Education Center, Division of Ilocos Sur and the Bacolod
Special Education Center, Division of Bacolod City opened in the same year.

The year 1978 marked the creation of the National Commission Concerning
Disabled Persons (NCCDP), later renamed National Council for the Welfare of Disabled
Persons or NCWDP through Presidential Decree 1509. MEC Memorandum No. 285
directed school divisions to organize special classes with a set of guidelines on the

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designation of teachers who have no formal training in special education. In the same
year, the University of the Philippines opened its special education teacher training
program for undergraduate students. Meanwhile, the Philippine Association for the Deaf
started its mainstreaming program in the Division of Manila City Schools. The Davao
Special School was established in the Division of Davao City while the Philippine High
School for the Arts was organized in Mt. Makiling, Laguna. The Second International
Conference on Legislation Concerning Disabled was held in Manila under the leadership
of the PFRD.

In 1979, the Bureau of Elementary Education Special Education Unit conducted a

two-year nationwide survey of unidentified exceptional children who were in school.
The Caritas Medico-Pedagogical Institution for the Mentally Retarded was organized.
The Jagna Special Education Center in the Division of Bohol was organized.

The School for Crippled Children at the Southern Island Hospital in Cebu City
was organized in 1980. In 1981, the United Nations Assembly proclaimed the
observance of the International Year of Disabled Persons. Three special education
programs were inaugurated: The Exceptional Child Learning Center ae the West City
Central School Division of Dumaguete City, the Zapatera Special Education Center at
the Division of Cebu, and the Deaf Evangelistic Alliance Foundation (DEAF) in Cavinti,
Laguna.

In 1982. three special schools were open: the Cebu State College Special High
School for the Deaf, the Siaton Special Education Center in the Division of Negros
Oriental and the St. John Maria de Vianney Special Education Learning Center in
Quezon City. In 1983, Batas Pambansa Bilang 344 enacted the Accessibility Law, "An
Act to Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions. Establishments and Public Utilities to Install Facilities and Other Devices."
In the same year, the Batac Special Education Center in the Division of Ilocos Norte was
organized. In 1984, two special education pro. grams were inaugurated: the Labangon
Special Education Center Division of Cebu City and the Northern Luzon Association's
Heinz Wolke School for the Blind at the Marcos Highway in Baguio City. More SPED
Centers opened the next three. years: the Pedro Acharon Special Education Center in the
Division of General Santos City, the Legaspi City Special Education Center in Pag-asa
Legaspi City, and the Dau Special Education Center in the Division of Pampanga.

In 1990. the Philippine Institute for the Deaf (PID).an oral school for children
with hearing impairment was established. The following year, the First National
Congress on Street Children was held at La Salle Greenhills in San Juan Metro Manila.
In 1992, the Summer Training for Teachers of the Visually Impaired started at the
Philippine Normal University. The program was sponsored by the Department of
Education Culture and Sports (DECS), the Resources for the Blind Incorporated (RBI)
and the Christoffel Blind mission (CBM).

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 In 1993. DECS issued Order No. 14 that directed regional offices to organize the
Regional Special Education Council (RSEC). The years 1993 to 2002 • were declared as
the Asian and the Pacific Decade of the Disabled Persons. Three conventions were held
in 1995: The First National Congress on Mental Retardation at the University of the
Philippines in Diliman, Quezon City; the First National Convention on Deaf Education
in Cebu City which was subsequently held every two years; and the First National Sports
Summit for the Disabled and the Elderly. The National Registration Day for Persons
with Disabilities was held this year too. The Summer Training of Teachers for Children
with Hearing Impairment started at the Philippine Normal University with funding from
the Christoffel Blinden mission (CBM).

In 1996, the third week of January was declared as Autism Consciousness Week.
Likewise, the First National Congress on Visual Impairment was held in Quezon City
and subsequently held every two years. The First Seminar Workshop on Information
Technology for the Visually Impaired was held in Manila sponsored by the RBI. The
First Congress on Special Needs Education was held in Baguio City.

A number of events took place in 1997. DECS Order No. I was issued which
directed the organization of a Regional Special Education Unit and the Designation of a
Regional Supervisor for Special Education. Similarly, DECS Order NO. 26 on the
Institutionalization of Special Education Programs in All Schools was promulgated. The
First Philippine Wheelathon-a-race for Wheelchair Users was the main event of the 19th
National Disability Prevention and Rehabilitation Week. The SPED Mobile Training on
Inclusive Education at the Regional Level was held with funding from CBM. The
Urdaneta Il Special Education Center was opened in the Division of Urdaneta City and
the Bayawan West Special Education Center in the Division of Negros Oriental. The
First Teacher Training Program for the Integration of Autistic Children was held in
Marikina City.

In 1998, DECS Order No. .5 "Reclassification of Regular Teacher and principal

Items to Special Education Teacher and Special Schools Principal Item" was issued.
Palarong Pinoy May K was held at Philsports Complex in Pasig City. The La Union
Special Education Center was opened in the Division of La Union. The following events
took place in 1999: the Philspada National Sports Competition for the Disabled in Cebu
City; the Second National Congress on Special Needs Education in Baguio City,
issuance of the following DECS Orders No. 104 "Exemption of the Physically
Handicapped from Taking the National Elementary Achievement Test (NEAT) and the
National Secondary Aptitude Test (NSAT)"; No. 108 "Strengthening of Special
Education Programs for the Gifted in the Public School System"; No. 448 "Search for the
1999 Most Outstanding Special Education Teacher for the Gifted"; and Memorandum
No. 457 "National Photo Contest on Disability."

The following DECS Orders were issued: No. 11 "Recognized Special Education
Centers in the Philippines"; No. 33 "Implementation of Administrative Order No. 101

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directing the Department of Public Works and Highways, the DECS and the Commission
on Higher Education to provide architectural facilities or structural features for disabled
persons in all state colleges, universities and other public buildings"; Memorandum No.
24 "Fourth International Noise Awareness Day"; and No. 477 "National Week for the
Gifted and the Talented."

Special Education is the form of education planned for the students with special
needs in a way that addresses the students individual differences and needs. It services
are designed to help the child learn skills that other children learn during general
education settings.

Legal Bases of Special and Inclusive Education

In 1975, President Ford signed the Education of All Handicapped Children Act of
1975, known as Public Law 94-142.
This law is now called Individuals with Disabilities Education Act (IDEA).
 IDEA guarantees students with disabilities a free appropriate public education
(FAPE) for students 3 until 21
 There is another federal law for infants with disabilities -- serves birth until two
 To receive federal money, state and local agencies must agree to comply with
federal law

Republic Act Nos. 3562 and 5250

Approved on June 13, 1968 respectively, these Acts provided that teachers,
administrators, and supervisors of special education should be trained by the Department
of Education and impoverished.

Presidential Decree 603 (PD 603)

The Child and Youth Welfare Code, Article 3, Rights of the Child. Equally
important is Article 74 which provides for the creation of special classes. The Article
reads: “Where needs warrant, there shall be at least one special class in every province,
and if possible, special schools for the physically handicapped, the mentally retarded, the
emotionally-disturbed and the specially gifted.”

Republic Act 7277 Approved on January 22, 1992, Republic Act 7277, otherwise
known as the Magna Carta for Disabled Persons affirms the full participation and total
integration of persons with disabilities into the mainstream of our society.

Republic Act No. 3562- "An Act to Promote the Education of the Blind in the
Philippines"

Republic Act No. 5250- "An Act Establishing a Ten-Year Teacher Training Program for
Teachers of Special and Exceptional Children"

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1973 Constitution of the Philippines, Section 8, Article XV- the provision of "a
complete, adequate and integrated system of education relevant to the goals of national
development."

Presidential Decree No. 1509 created the National Commission Concerning Disabled
Persons (NCCDP). It was renamed as National Council for the Welfare of Disabled
Persons (NCWDP).

Education Act of 1982 or Batas Pambansa Bilang 232 states that "the state shall
promote the right of every individual to relevant quality education regardless of sex, age,
breed, socioeconomic status, physical and mental condition, social and ethnic origin,
political and other affiliations.
• Section 24 "Special Education Service" of the same law affirms that "the State
further recognizes its responsibility to provide, within the context of the formal
education system services to meet special needs of certain clientele.

Batas Pambansa Bilang 344 -The Accessibility Law, "An Act to Enhance the Mobility
of Disabled Persons".

R.A. No. 9155,The Governance of Basic Education Act 0f 2001

1989, R.A. No. 6759 The Law declares August 1 of each year as "White Cane Safety
Day in the Philippines".

1992, R.A No, 7610 "An Act Providing for Strong Deterrence and Special Protection
Against Child Abuse, Exploitation and Discrimination, Providing Penalties for Its
Violation and Other Purposes".

2000, Presidential Proclamation No. 361 set new dates for National Disability
Prevention and Rehabilitation Week Celebration on the third week of July every year.

2004, Republic Act No. 9288 "The Newborn Screening Act of 2004".

DepEd Order 72 s. 2009 “The integration or mainstreaming of learners with special

needs into the regular school system and eventually into the community.”

Components:

1. Child Find

2. Assessment

3. Program Options/Placement

4. Curricular Modifications/Accommodations

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 5. Parental Involvement

R.A. No. 8371,The Indigenous Peoples Rights of 1997

Public Policy Support on Inclusive Education

• The 1987 Philippine Constitution

• P.D. 603 - The Child and Youth Welfare Code

• RA. 7610 – Special Protection of Children against Child Abuse, Exploitation and
Discrimination Act

• R.A. 7277- The Magna Carta for Persons with Disabilities

• DepED Order 72 s. 2009

Republic Act No. 10533 “Enhanced Basic Education Act Of 2013”

R.A. No. 10157,The Kindergarten Education Act

SEC. 2. Declaration of Policy.

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities…

SEC. 5. Curriculum Development. 

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

Implementing Rules and Regulations of the “Enhanced Basic Education Act of 2013”

Section 8. Inclusiveness of Enhanced Basic Education.

• 8.1. Programs for the Gifted and Talented. These shall refer to comprehensive
programs for the gifted and talented learners in all levels of basic education.

• 8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive

programs designed for learners with disabilities which may be home-, school-, center- or
community-based.

CHED Memorandum Order (CMO) No. 23, Series of 2000. – “Quality Education for
Learners with Special Needs.” The Commission on Higher Education (CHED) in its
commitment to raise the level of educational attainment of persons with disability in the Country.
Foremost it urges higher educational institutions to:

1. Admit learners with special needs;

2. Inclusion of SPED programs for teacher training institutions; and

3. Facilities and equipment be modified to ensure quality education is made accessible to

learner with special needs

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UN CRPD Article 24 The education of 21st century is not only centralized on
technology engagement but also opportunity for all to receive quality education.
• The article 24 of the United Nation Convention on the Rights of Person with
Disabilities relating to Education states that inclusive education system and life-
long learning education is the rights of person with disabilities.
• Children with disabilities will not be excluded from free and compulsory primary
education and secondary education and they are to be given access to an
inclusive, quality and free primary and secondary education.

IV. Learning Activities (A4 size bondpaper)

A. Test on Content Knowledge

1. What is the status of special education programs in the Philippines? How does
the Department of Education sustain its special education programs in the
country?
2. List the significant events that have shaped the history of special education in
the last century:
a. in the early 1900s until 1949
b. the third quarter of the century
c. the last thirty years
3. What is the importance of legislation in the development and sustenance of
special education programs?
4. Enumerate the laws that pertain to:
a. the inclusion of children with special needs in all programs and
concerns of the government.
b. the education of children with special needs
c. the participation of the home, parents and the community in special
education activities
d. commemoration of significant events

B. Reflection and Application of Learning

1. Discuss the vignettes about successful exceptional youth. What characteristics of

these children and youth impress you most? Why?

3. Research at least 3 stories of a person with disabilities who became successful by

going to school. You may search this in the web, newspapers, magazines, etc.(include
the full name , picture, what kind of disabilities he/she /has, and what moral lesson/s did
you learn from his/her story )

V. Assessment

A. Multiple Choice. Read and understand the statement very carefully. Choose the letter
of the correct/ best answer. Write your answer in A4 size bond paper.

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1. The integration or mainstreaming of learners with special needs into the regular school
system and eventually into the community_______
a. DepEd Order 72 s. 2009 c. DepEd Order 72 s. 2007
b. DepEd Order 73 s. 2009 d. Deped Order 73 s. 2007
2. What specific year were private colleges and universities started to offer special
education courses in their graduate school curriculum?
a. 1949 c. 1958
b. 1960 d. 1975
3. In 1996 the third week of January was declared as__________________________.
a. Special education week c. Blind consciousness week
b. Gifted and talented week d. Autism consciousness week
4. Who reported to the Secretary of public instruction that deaf and blind children were
found in census of school-aged children in Manila and nearby provinces?
a. Mr. Fred Atkinson c. Mr. David Barrows
b. Miss Delight Rice d. Mrs. Maria Villa Francisco
5. While you are walking on the street you saw a child with down syndrome that has
been bullied by a group of tambays. They physically assaulted the poor child. What will
be the possible case that you can file for the tambays?
a. R.A 7610 b. R.A 7277 c. R.A 9626 d.R.A 1077
6. What is Batas Pambansa Bilang 344?

a. “An Act to Enhance the Mobility of Disabled Persons".

b.” An Act to Promote the Education of the Blind in the Philippines"
c. “An Act Providing for Strong Deterrence and Special Protection Against Child
Abuse, Exploitation and Discrimination, Providing Penalties for Its Violation and
Other Purposes".
d. "An Act Establishing a Ten-Year Teacher Training Program for Teachers of
Special and Exceptional Children"
7. It is known as the Magna Carta for Disabled Persons affirms the full participation and
total integration of persons with disabilities into the mainstream of our society.
a. R.A.1077 c.R.A.7277
b. R.A. 9626 d. R.A. 7610
8. What is Republic Act No. 9288 ?
a."The Newborn Screening Act” c. “The Education Act”
b. “The Deaf and Blind Act” d. “The Special Education Act”
9. The National Disability Prevention and Rehabilitation Week Celebration on the third
week of July is mandated in _________________.
a.Presidential Proclamation No. 381 b. Presidential Proclamation No. 371
c. Presidential Proclamation No. 391 d. Presidential Proclamation No. 361
10. How IDEA help students with special needs?
a. guarantees students with disabilities a full support on their studies
b. guarantees students with disabilities an allowance in the entire year
c. guarantees students with disabilities a free and safe environment
d. guarantees students with disabilities a free appropriate public education

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B. Essay.5pts each
1. Discuss the significant events of special education in the year 1998 to 2000?

2. Why do you think inclusive education is being mandated in our education

today?
3. As a future educator, how will you help our government to protect our children
with special needs based on the legal bases? Cite a scenario.

MODULE 2:
MAKING SCHOOL INCLUSIVE

I. Learning Objectives:
 Identify the characteristics of an Inclusive School
 Site differences of an inclusive school from a regular school
 Identify the policies in an inclusive school and its practices

II. Introduction

Every CHILD has the right to have quality and appropriate education. A child with
special needs is first and foremost a child, thus has the right to have access to quality and
appropriate education.
There are many students who have special learning needs and these needs are
addressed through special and inclusive education.
The purpose of this module is to provide introductory concepts and models on
inclusive education.

Engage Activity:

1. Based on the picture below, what will you do as a parent of Johnny? What will
you feel if your child being discriminated? Discuss your answer.

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 2. In the field of education, what is the most significant change you’ve seen in the
last ten years?
3. What is your experience in inclusive education?
III. Lesson Notes/Study Guide

Inclusive Education is an approach to education that supports and welcomes diversity

amongst all learners. It is about how we develop and design our schools, classrooms,
programs and activities so that all students learn and participate together.
Inclusive education does not refer to the way to educate the child with disabilities but
rather the way to educate everyone. "Inclusion" does not simply mean the placement of
students with disabilities in general education classes.  This process must incorporate
fundamental change in the way a school community supports and addresses the
individual needs of each child.

4 Key Terms:
• Impairment - The loss or reduced
function of a body part or organ
• Disability - Exists when an
impairment limits xthe ability to perform
certain tasks
• Handicap - A problem encountered
when interacting with the environment
• Not all children with
a disability are handicapped
• At risk - Children who have a
greater-than-usual chance of developing a
disability

Key Features of Inclusive Education

 Accepting unconditionally all children into regular classes and the life of
the school.
 Providing as much support to children, teachers and classrooms as
necessary to ensure that all children can participate in their schools and
classes.
 Looking at all children at what they can do rather then what they cannot
do.
 Teachers and parents have high expectations of all children.

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  Developing education goals according to each child’s abilities. This
means that children do not need to have the same education goals in order
to learn together in regular classes.
 Designing schools and classes in ways that help children learn and
achieve to their fullest potential (for example, by developing class time
tables for allowing more individual attention for all students).
 Having strong leadership for inclusion from school principals and other
administrators.
 Having strong leadership for inclusion from school principals and other
administrators.
 Having principals, teachers, parents and others work together to determine
the most affective ways of providing a quality education in an inclusive
environment
Facts and Figures
• Children with disabilities who are in school are about 101, 762 (SY 2010-2011).
• Children with disabilities are still combating educational exclusion
• 97.3 % of them are still unreached.
• About 5,916 are mainstreamed in regular classes (ICIDH, WHO, 1980; UN,
2004).

As time goes by…

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 WHY INCLUSIVE EDUCATION?

Benefits of Inclusive Education:

1.Achievement
Children with disabilities achieve better results when they are educated in an
inclusive environment. They can learn at their own pace, with peers at the same
stage as themselves, and they respond well to the higher expectations placed on
them in a mainstream learning environment.
2. Confidence
By educating children with disabilities in an inclusive environment they will
become more confident of their abilities and better able to make strong
friendships with their peers.
3.Learning For All
Able-bodied children in their class will also learn about the challenges faced by
people with disabilities and make lasting friendships. They will develop a strong
sense of equality and fairness, an understanding of acceptance and diversity, and
will be less likely to discriminate or bully later in life.

Inclusive education is an attitude!

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 • It means the doors to schools, classrooms and school activities are open to every
child and they are afforded every opportunity to be included with their non-
disabled peers.
• True inclusive schooling can only be achieved in the general education
classroom with same age peers without disabilities, but it cannot be achieved by
placement alone.
Inclusive education is NOT:
• Dumping kids with disabilities into general classrooms
• “trade off” for being in the general education classroom
• Sacrificing the education of kids without disabilities

The right to education for all: access and quality

• 1989 UN Convention on the Rights of the Child

• 1990 World Conference on Education for All (EFA) by the year
2000, Jomtien,
Thailand
• 1993 UN Standard Rules (on Disability)
• 1994 Salamanca Statement – on Special Needs Education: access
and quality
• 2000 World Education Forum, Dakar, Senegal, Review of
progress on EFA
Conference
Millennium Development Goals
• 2006 UN Convention on the Rights of people with Disabilities
(Article 24: Education)

Inclusive Education: Including the Excludes

Salamanca statement in 1994 reaffirming the EFA Agenda (United Nations in the
World Bank Group, 2013)

INCLUSIVE EDUCATION MODELS:

This involves
Inclusive Child-centred curriculum
settings combats educational adaptations,
Every child has discriminatory setting that planning for
Every child has a unique attitudes, respects and individualise
fundamental characteristics, creating made reasonable instructions
rights to interests , welcoming adjustments modifying the
education abilities and communities, allows deeper classroom
learning needs foundations to understanding of social, physical
building an students’ and academic
inclusive society diversity environments
(Foreman,1998).
Module in EDSFIE.w.1 16
Inclusive Education:

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Impact on Students with Disabilities

1. Improved performance on standardized tests and increased reading skills; increased

motivation to learn (Banerji & Daily, 1995; Mailian & Love, 1998; Shinn, Powell-Smith,
Good & Baker, 1997)

2. Improved post-school outcomes including high school graduation, employment, earning

a higher salary, and living independently (Malian & Love, 1998; SRI International,
1993; U.S. Dept. of Education, 1995)

3. Provides access to peer models to facilitate learning and appropriate behaviors (Bricker,
1978; CRI, 1987)

4. Improvement in self-concept (Peck, Donaldson, & Pezzoli, 1990)

5. Development of warm and caring friendship (Emboltura & Delgado, 2014; Bogdan &
Taylor, 1989)

Impact on Students WITHOUT Disabilities

1. Low-achieving students benefit from the review, practice, clarity, and feedback provided
to students with disabilities (Power-deFur & Orelove, 1996)

2. Students with disabilities in the general education classroom stimulate activities,

opportunities and experiences that might not otherwise be part of the curriculum
(Emboltura, Alaban, Collantes & Beramo, 2015; McGregor & Vogelsberg, 1998).

3. A reduced fear, increased comfort and understanding of the worth of human differences
(Biklen, Corrigan, & Quick, 1989)

4. Enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new
skills (Power-deFur & Orelove, 1996)

Inclusion Benefits ALL FAMILIES

1. Community Connections

• Families have more enriched connections to their community, its resources, their
neighbors and other families

Module in EDSFIE.w.1 18
 2. Renewed Hope and Belief in Abilities

• Increased belief in their child’s strengths and ability to contribute to the good of
the community

3. School – Family Partnerships

• Inclusive schools support good communication and opportunities for

collaboration between families and the school community

- (Collantes, Delgado & Emboltura, 2015, Salend, 2001)

Impact on TEACHERS

1. Increased skills and improved confidence in teaching abilities

2. Special educators report a greater sense of being part of the school community and
increased knowledge of the general education system

3. New acquaintances with colleagues

4. Greater enjoyment and satisfaction with teaching.

( Collantes, Delgado & Emboltura, 2015; Salend, 2001)

IV. Learning Activities

A. Picture Analysis: Based on the readings analyze the picture/illustration and the
comic strip shown below. How will you respond in each scenario? How will you
promote inclusive education? What kind of teacher you will be? Write your
answers on the space provided.

___________________________________________

____________________________________________

___________________________________________

___________________________________________

__________________________________________.

____________________________________

_____________________________________

_____________________________________

Module in EDSFIE.w.1 19
 ______________________________________

_____________________________________.

B. Study the comic strip below ,Is it our education system today? Yes or No?Discuss your
answer.

1.

Module in EDSFIE.w.1 20
______-

C. Why inclusive education? Discuss your answer by using the terms equality,
equity,reality nd liberation.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________

V. Assessment
Multiple choice. Write the letter of the correct /best answer.

1. Which is true about inclusion?

a.Inclusion cannot be brought about unless everyone embraces it.
b.Inclusion is more on words rather than action.
c.Inclusion on the philosophy that the school doesn’t shares in the responsibility
for inclusion.
d.Inclusion is for individual with special needs only.
2. Why is inclusive education important?
a.We believe that diversity will enrich the society
b.In order for us to compete to other countries
c.For the education of individual with special needs only
d.For the training of teachers
3. What is the condition that limits a person to do things the normal way?
a. impairment b. disabled c. disability d. retarded

Identify the following illustrations:

4. a.Inclusion b. Exclusion c. Segregation d. Integration

Module in EDSFIE.w.1 21
5. a.Inclusion b. Exclusion c. Segregation d. Integration

6. a.Inclusion b. Exclusion c. Segregation d. Integration

7. How can you describe inclusive education?

a. inclusive education is not dumping kids with disabilities into general
classrooms
b.inclusive education is not all about children with disabilities
c. inclusive education talks about the different activities of children with special
needs
d.none of the above

8. Jason cannot run properly during P.E. class because of his broken ankle. In this
situation, what restricts Jason to run properly?
a.impairment b. disability c. handicapping condition d. weakness
9. What kind of approach in inclusive education if it is in micro sytem?
a. whole school approach c. whole community approach
b. whole policy approach d. all of the approaches
10.What is the impact on students without disability in inclusive education?
a. enhanced self-esteem
b. increased the understanding of the worth of human differences
c. genuine capacity for friendship
d. all of the above

VI. Enrichment Activities (Module 1 and 2)

Make an educational poster about promoting and protecting children with special
needs.Post it in your Facebook account, after 3 days screenshot it with numbers of likes
or hearts and send it to our google classroom.
Criteria:
Coverage/Message of the topic - 30% Attractiveness - 20%
Graphics Originality- 30% Layout and Design- 20%
Total -------------------------------------------------------------------------------------100%

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Module in EDSFIE.w.1 23