MODULE 1: Definition, Goals, and Scope of Special and Inclusive Education

A. Inclusive Education in the  Demonstrate an in-depth understanding

Philippines of concepts related to inclusive and
1.Definition special education that promote
2.VMGO supportive environments to diverse
3.Scope learners (like inclusion, integration,
mainstream, transition, etc.) as indicated
B. Inclusive Education in in the DepEd Inclusive Education Policy;
Other Countries
1.IDEA—US  Demonstrate knowledge of responsive
2.Other countries special and inclusive education programs
supporting Special and for diverse learners; and
Inclusive Education
 Compare and contrast Inclusive
Education in the Philippines with that of
International Standards

Overview of the Lesson

This lesson creates an opportunity for students to further have
enough and appropriate knowledge on the existing scenario on
Inclusive and Special Education. As pre-service teachers, it will
help them to be acquainted with the factors influencing the
responsiveness of individual person as they try to address diversity in class.

The lesson highlights the Inclusive Education in the Philippines and other
neighboring countries which supports Special and Inclusive Education.
Further, students are expected to assess the ongoing state of inclusive
education in the country, as they look into the needs to strengthen its
construct.

Photo Credit to inclusiveschools.org

Looking at the photo above, what to you is the message that it tries to
convey in the context of Inclusive Education?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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 IN TOUCH!
INCLUSIVE EDUCATION IN THE PHILIPPINES
SOURCES: DepEd Inclusive Education Policy Framework by The Teacher’s Gallery (2017)
Value of Organizing CSOs – Initiatives of the Sector towards Inclusive Education by Bernardo (2017)

INCLUSION: Core Principle of the K to 12 Basic Education Program

DepEd Mandate

“...shall protect and promote the rights of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible to
all.”
-Article 14, Section 1 of the Philippine Constitution

DepEd Vision
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Educatin
continuously improves itself to better serve its stakeholders.

DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
Core Values

Figure 1.1 Core Values of Department of Education

Ambisyon Natin 2040

The Philippines shall be a country where all citizens are free from hunger and
poverty, have equal opportunities, enabled by fair and just society that is
governed with order and unity. A nation where families live together, thriving in
vibrant, culturally diverse and resilient communities.

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SDG Goal 4:
“Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.”

INCLUSION: CORE PRINCIPLE of K to 12

‒ promotes institutional sensitivity and responsiveness: nature, situation, realities of
the learners

Table 1.1 K-12 Curriculum Framework from www.theteachersgallery.com

INCLUSIVE EDUCATION: POLICY PERSPECTIVE of K to 12

‒ realized through learner-centered and context responsive programs

International Legal and Standard-setting Instruments

1. UN Conventions on the Rights of the Child (1989)
2. World Declaration on Education for All (1990)
3. UNESCO Salamanca Statement and Framework for Action (1994)
4. 2007 UN Declaration on the rights of the Indigenous Peoples
5. The Education 2030 Framework for Action

Philippine Legal Bases for Inclusive Education

1. The 1987 Philippine Constitution (Art.XIV, Sec 1 & 2)
2. RA No. 10533, The Enhance Basic Education Act of 2013
3. RA No.10157, The Kindergarten Education Act
4. RA No. 9155, The Governance of Basic Education Act of 2001
5. RA No. 8371, The Indigenous Peoples Rights of 1997
6. P.D. 603 - The Child and Youth Welfare Code
7. RA No. 7610 – Special Protection of Children against Child Abuse, Neglect,
Cruelty, Exploitation and Discrimination
8. RA No. 9344, The Juvenile Justice and Welfare Act of 2006
9. RA No. 9442 amending RA No. 7277- The Magna Carta for Disabled Persons
10. RA No. 10665, An Act Establishing the Open High School System in the
Philippines
11. RA No. 10361, The Domestic Workers Act or Batas Kasambahay

Scope of Policy Framework

Guide all programs, both formal and non-formal education and the support
systems that enable their effective implementation

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Guiding Principles of Inclusive Education
1. Responsiveness to rights
 Realizes DepEd commitments: quality, equitable, culture-based and
complete
 Rights-based Approach (RbA)recognition, promotion, and protection
2. Sensitivity and Responsiveness to Context
 Recognizing and valuing diversity of learners, schools, and communities
3. Inclusion: recognizes and respects learners’ rights to relevant and responsive
to their contexts
 No learner left behind

Figure 1.2 K-12 Philippine Basic Education Curriculum Framework

Key Dimensions of Philippine Basic Education Curriculum

Figure 1.3.1 Dimensions of Philippine Education Curriculum

A. LEARNER
learner-oriented, relevant and appropriate education
programs responsive to diverse learners
learner’s participation and representation

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B. K TO 12 CURRICULUM
inclusion as a key standard & principle
MTB-MLE, varied TLE offerings, tracks and strands
SPED, Madrasah Education, IP Education, Special Interest Programs,
ADMs/FLOs, ALS
Quality differentiated instructions thru:
 Contextualization of curriculum and learning materials
 Equal opportunities for active participation in teaching-learning
process
 Provision of options to create, learn and share what they know and
what they can do in both curricular and co-curricular activities

C. DEVELOPMENT OF LEARNING RESOURCES

locally developed and contextualized learning resources
varied contexts in learning materials
learner’s knowledge, learning styles, multiple intelligences, interests
sensitive to social and cultural contexts with the community as a learning
resource

D. LEARNING DELIVERY
Flexible, option of programs for different types of learners based on
context, background, needs, interests
Leadership and performance must impact on:
 Teaching-Learning: Quality, Relevant, Liberating basic education
 Are the students learning? Are the students meeting the
standards?
 Does teaching-learning at basic education improve the life of
his/her family? Community development? Nation building?

E. EDUCATIONAL ASSESSMENT
Recognizes particularities of learners
Formative and evaluative
Traditional and non-traditional
Authentic assessment

Figure 1.3.2 Elaborated Dimension of Philippine Education Curriculum

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F. LEARNING ENVIRONMENT
Support and complement learning delivery
Facilitate learning and reinforce effective teaching-learning
Protects learner’s rights

G. TEACHER PROFESSIONAL DEVELOPMENT

All teachers are implementers of inclusive education
Continuous capacity development based on Phil. Prof. Standards for
Teachers(August 2017)
Inclusive Education in Teacher Education Programs
Stakeholders involvement in the teaching-learning process

H. SCHOOL LEADERSHIP AND MANAGEMENT

Inclusive Education as a perspective and policy shall guide all schools
Inclusive Education in School-based Management and in the School
Improvement Plan
Encourage practices and innovations

Transformational Leadership
 “Excellence with a soul should become the core business of the Asian
Academic community.” - Mok Ka Ho, 2015
 “Caring is the key to excellence.” -Lorna Dig Dino, 1997

I. PARTNERSHIPS
Advocacy and social mobilization
Institutionalized engagement of stakeholders and partners
Expand and strengthen linkages and partnerships

J. GOVERNANCE SUPPORT
Inclusive Education in planning and programming
Responsiveness of planning standards to diversity of learners
Coordination with LGUs
Maximize use of Special Education Fund and other resources

Strategic Direction of Inclusive Education

An individual’s perception affects his or her

disposition. It becomes his or her springboard and
guide in approaching life and in making decisions.

To guide an individual’s perspective, policies are

created. These are guiding principles which will help
an individual to rationally think and act in a situation

With the guiding stance of an individual’s perspective

and the scaffold from the existing policies, the way an
individual person acts towards a situation will become
rational and acceptable. LISTENING and ACCEPTANCE
are important on maintaining good practice.

Figure 1.4 Strategic Direction of Inclusive Education

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Strategic Directions, 2017-2022

By 2022, we will have a nation-loving and competent lifelong

Team learners able to respond to challenges and opportunities through
the delivery of quality, accessible, relevant and liberating K to 12
Vision program by a modern, professional, proactive, nimble, trusted and
nurturing DepEd

Strategic Expand access to Expand access to Expand access to

basic education basic education basic education
Goal

•Expand coverage •Full •Automate core

of inclusion implementation of systems and
programs k-12 program processes
•Expand access •Improve quality
•Improvement
to secondary of teachers
procurement
Strategic education
•Expand the use process
•Provide non- of technology for
Objectives classroom learning •Accelerate
research and
facilities •Enrich curricula development
to address cross-
•Improve
cutting issues •Improve
partnership
building and human resource
•Foster critical
linkages thinking development

Why be inclusive?
Inclusive education is not a marginal issue but is central to the
achievement of high quality education for all learners and the
development of more inclusive societies. Inclusive education is essential
to achieve social equity and is a constituent element of lifelong learning.
–UNESCO Policy Guidelines on Inclusive Education

The Need to Engage Broad Stakeholder Support in Inclusive Education

Involve parents and family members. Parents and teachers should jointly
decide on the educational needs of a child. Children do better when
families get involved, and this costs very little.

Involve the broader community in activities related to the education of

children with disabilities. This is likely to be more successful than policy
decisions handed down from above.

Develop links between educational services and community-based

rehabilitation – and other rehabilitation services, where they exist. In this
way, scarce resources can be used more efficiently, and education, health
care, and social services can be properly integrated.

Encourage adults with disabilities and disabled people’s organizations to

become more involved in promoting access to education for children with
disabilities.

Consult and involve children in decisions about their education. They are

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 the sole

Initiatives of the Sector towards Inclusive Education

Figure 1.5 Sectors and their Initiatives for Inclusive Education

 School Intervention
School serves as an avenue for formal scaffold on a child’s character
development. This is where a child unconsciously deals with an
environment which is considered as their training ground for self-
introspection, self-clarification, self-awareness, and self-actualization.

 Roles of Communities, Families, PWDs and CWDs

Communities serve as the nurturing factor on the development of a
child. The way the community shape-up a child reflects its underlying
culture, consensus, and order. How a child approaches a situation, like
the issue of inclusion, can be reflected from how he or she sees the
community dealing with it—underscores the value of LISTENING,
ACCEPTING, and RESPECTING.

Families, being the basic unit and foundation on the immediate nature
and nurture of the child, serve its core especially on scaffolding. The
family should be the foremost sector which will help the child feel that
they belong and are accepted. It is also within the family where building
the ties between and among family members becomes a means of
developing intimacy and openness.

PWDs (Persons with Disability) and CWDs (Children with Disability) are
often marginalized. It is then a challenging role for a person or a child to
keep himself with high morale while battling judgments and criticisms.
Boosting one’s morale and self-confidence will help an individual to
survive the challenges of the modern world.

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 UPSHOT
In the Philippines, inclusive and special education has become
a significant issue especially in resolving conflict and
marginalization.

With the Basic Education’s core—INCLUSION—children at a young age are

taught on strengthening the foundation of character development and self-
growth. Key dimensions of the Philippine Education Curriculum system
intensifies the significance of support and linkages to further help in guiding
the holistic approaches for inclusive education.

COMPREHENSION CHECK
TRUE or FALSE. Write TRUE if the statement is of truth and
FALSE if otherwise.
1. Inclusive education is a child-centered construct of
education. It looks into the need of acceptance and
belongingness to ensure appropriate learning and education for
all.
2. The programs which are implemented in the inclusive education system is a
response to the diversity of learners.
3. Inclusion is secondary to the ‘Education for All’ act of the K to 12 curriculum.
4. The learning resources intended for the inclusion program are anchored on the
social and cultural contexts which are observed within the nation and other
neighboring countries.
5. The delivery of learning is depending upon the diversity of learners within the
classroom.
6. Portfolio, as a form of assessment, is a positive response into the learner’s
diversity.
7. SPED teachers are the implementers of inclusive education programs within the
school.
8. The manifestation of a well-facilitated inclusive classroom is the active
involvement of learners in the teaching and learning process.
9. To ensure properly coordinated leadership and organized learning management,
the inclusive education programs of the school should exercise transparency
with the stakeholders and show and pattern a developing and innovating flow of
activities.
10.Funding and allocation of funds for Inclusive Education activities are
coordinated and lobbied for government’s support on the continuity and quality
of service.

(Please utilize this sheet for your answer)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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 IN TOUCH!
INCLUSIVE EDUCATION IN OTHER COUNTRIES
SOURCES: Least Restrictive Environment (LRE): What You Need to Know by Morin (2014), Inclusive
Education in the Philippines by Muega (2016), What Does an Inclusive Classroom Look Like? by Inclusive
Schools Network (2019), Disabilities Inclusive Education Systems and Policies Guide for Low-and Middle-
Income Countries by Hayes and Bulat (2017), and Inclusive Education by LCD Philippines Foundation
(2010)

Individuals with Disabilities Education Act (IDEA)—United States

IDEA Accomplishments
 The majority of children with disabilities are now being educated in their
neighborhood schools in regular classrooms with their non-disabled
peers.
 High school graduation rates and employment rates among youth with
disabilities have increased dramatically. For example graduation rates
increased by 14 percent from 1984 to 1997. Today, post-school
employment rates for youth served under IDEA are twice those of older
adults with similar disabilities who did not have the benefit of IDEA.
 Post-secondary enrollments among individuals with disabilities receiving
IDEA services have also sharply increased. For example the percentage of
college freshmen reporting disabilities has more than tripled since 1978.

Key Milestones
By 1968, the Federal government had supported:
 Training for more than 30,000 special education teachers and related
specialists;
 Captioned films viewed by more than 3 million persons who were deaf;
and
 Education for children with disabilities in preschools and in elementary,
secondary, and state-operated schools across the country.

Four Purposes of PL 94-142

Public Law 94-142 was a response to Congressional concern for two groups
of children: the more than 1 million children with disabilities who were
excluded entirely from the education system and the children with disabilities
who had only limited access “to the education system and were therefore denied
an appropriate education. This latter group comprised more than half of all
children with disabilities who were living in the United States at that time.
These issues of improved access became guiding principles for further advances
in educating children with disabilities over the last quarter of the 20th Century.
 “to assure that all children with disabilities have available to them…a free
appropriate public education which emphasizes special education and
related services designed to meet their unique needs”
 “to assure that the rights of children with disabilities and their
parents…are protected”
 “to assist States and localities to provide for the education of all children
with disabilities”
 “to assess and assure the effectiveness of efforts to educate all children
with disabilities”
Source: Education for All Handicapped Children’s Act of 1975

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Examples of Early Childhood Accomplishments
IDEA has supported the development, validation, and widespread use of:
 State-of-the-art models of appropriate programs and services for young
children with disabilities (birth – five years) and their families;
 Individualized Family Service Plans (IFSPs) to identify and meet the
unique needs of each infant and toddler with a disability and his or her
family;
 Effective assessment and teaching practices and related instructional
materials for young children and their families;
 National network of professionals dedicated to improving early
intervention and preschool education at the state and local levels; and
 Collaborating with other Federal, state and local agencies to avoid
duplication of efforts in providing early intervention and preschool
education.

Culturally Relevant Instructional Principles

 Link assessments of student progress directly to the instructional
curricula rather than to abstract norms for standardized tests.
 Examine not only the individual child but also his or her instructional
environment, using direct observational data.
 Create classroom environments that reflect different cultural heritages
and accommodate different styles of communication and learning.
 Develop and implement family-friendly practices to establish collaborative
partnerships with parents and other caregivers, including those who do
not speak English.

Least Restrictive Environment (LRE)

LRE is part of the Individuals with Disabilities Education Act (IDEA). IDEA says that
children who receive special education should learn in the least restrictive
environment. This means they should spend as much time as possible with peers who
do not receive special education.

IDEA says two things about LRE that are important to understand when working with
the IEP team:

1. Your child should be with kids in general education to the “maximum extent
that is appropriate.”
2. Special classes, separate schools or removal from the general education class
should only happen when your child’s learning or thinking difference—his
“disability” under IDEA—is so severe that supplementary aids and services can’t
provide him with an appropriate education.

A key word here is “appropriate.” It refers to what’s suitable or right for your child.
Sometimes, putting a child in a general education classroom isn’t suitable because a
specific service or program can’t be provided there.

MAINSTREAMING AND INCLUSION

When LRE comes up, so do the words “mainstreaming” and “inclusion.” Many people
think these terms mean the same thing, but they’re slightly different.

A mainstream classroom is a general education classroom. Mainstreaming means

putting your child with special education needs in the general education classroom for
some or most of the day. Your child may also have some instruction in a special
education classroom.

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An inclusion classroom is a general education classroom that has students who receive
special education. Inclusion is a teaching approach that focuses on including students
with special education needs in the school community.

Inclusion goes beyond placement in a general education class. It also aims to have a
child participate in the classroom, lessons and extracurricular activities.

DIFFERENT TYPES OF LRE

 General education classroom with support.

Your child spends the entire day in a general education class. He receives
supports and services like a tutor or aide, assistive technology, related
services, accommodations, modifications or any combination of these.
 Partial mainstream/inclusion classroom.
Your child spends part of the day in a general education class. He gets some
individual or small-group instruction in a special education class, or is pulled
out of class for some services.
 Special education class.
This is a program with specialized instruction for kids with similar learning
needs.
 Specialized program outside of your school district.
This includes private schools, residential programs and hospital programs.

The Committee on the Rights of Persons with Disabilities highlights the importance of
recognizing the differences between exclusion, segregation, integration and inclusion in
access to education by persons with disabilities
(http://www.ohchr.org/Documents/HRBodies/CRPD/GC/RighttoEducation/CRPD-C-
GC-4.doc):
҉ Exclusion occurs when students are directly or indirectly prevented from or
denied access to education in any form.
҉ Segregation occurs when the education of students with disabilities is provided
in separate environments designed or used to respond to a particular or various
impairments, in isolation from students without disabilities.
҉ Integration is a process of placing persons with disabilities in existing
mainstream educational institutions, as long as the former can adjust to the
standardized requirements of such institutions.
҉ Inclusion involves a process of systemic reform embodying changes and
modifications in content, teaching methods, approaches, structures and
strategies in education to overcome barriers with a vision serving to provide all
students of the relevant age range with an equitable and participatory learning
experience and environment that best corresponds to their requirements and
preferences.

Inclusive education in Ethiopia

In Ethiopia, there are many definitions of inclusive education, integrated education
and special needs education, leading to different interpretations in both policy
language and implementation (Mulat et al, 2018: 4). Mulat et al (2018) describe how at
present, there is a general move by the Government towards inclusive education with
the goal of mainstreaming children with disabilities in general or regular schools and
making education accessible for all. Mulat et al (2017) argue that in order to improve
the participation rate and the quality of the education of children with disabilities in
Ethiopia, there is a need for multiple interventions, including:
҉ The establishment of school-based cluster inclusive education units in the
already existing cluster schools across the regions.
҉ The need to revisit and make a rapid assessment of the first cycle pre-service
teacher education programme in the teacher education colleges to assess
whether the training programme equips the trainees with necessary knowledge
and skills to practice inclusive education.

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 ҉ Networking and strengthening cooperation among stakeholders to mobilize
resources, provide professional back-up support, and raise the awareness of the
general public about disability and disability related socio-cultural issues.

Insights from inclusive classrooms in Zimbabwe

Ncube (2014) analyzed the perceptions of four criterion-sampled teachers of inclusive
classrooms in four criterion sampled primary schools in Harare, Zimbabwe. The
purpose of the study was to elicit insights on how classroom inclusion affects learners
with disabilities and those learners without disabilities socially and psychologically.
The findings of this study indicate that:
҉ Classroom inclusion can generate positive as well as negative social and
psychological effects on both groups of learners
҉ The social and psychological effects of classroom inclusion on both sets of
learners tend to depend, largely, on the social environment within and outside
the classroom; The placement of learners with disabilities in inclusive
classrooms seems to enhance their social and psychological development;
҉ The placement of learners with disabilities in inclusive classrooms does not
seem to interfere with the social and psychological development of learners
without disabilities.

Ncube (2014) concludes that general education is capable of providing effective

individual instruction to both learners with disabilities and those without disabilities
given a conducive learning environment.

Peer support and teacher training in Africa

 Many articles identified students at the bio systemic level as key
stakeholders in implementing inclusive education and specifically, for the
inclusion of students with intellectual and developmental disabilities.
 Articles found the use of peer support a significant resource to the academic
achievement and adaptive behaviors of students with intellectual and
developmental disabilities. In particular, articles noted that students without
disabilities supported their peers to achieve specific learning needs.
 Additionally, Franck and Joshi (2017) found that in the absence of peer
support, students with intellectual and developmental disabilities
experienced isolation. In their article, they also found that aside from
helping with classroom exercises, teachers established partnerships where
students without disabilities assisted their peers with intellectual and
developmental disabilities in travel to and from school.

Insights from India and Pakistan

Singal (2016) presents an analysis of key developments in educational policies
and strategies, since 2000, in relation to the education of children with
disabilities in India and Pakistan. She concludes by outlining three key issues
that must underline future efforts at the level of policy and research in India
and Pakistan, but also globally.
 Issue 1: Access and quality —One can’t follow the other. The need to
support teaching and learning is paramount and requires developing a more
systemic approach toward continued professional development and providing
teachers with appropriate support to overcome real challenges.
 Issue 2: Rights are integral, but so are resources and research. Signal
(2014: 180) argues that historically, the rationale for educating children with
disabilities has been anchored in a rights based discourse, but resource
investments are also key to move fields forward. There is a need for more research
and resources.
 Issue 3: Lack of evidence. Little rigorous evidence exists that can be used to
evaluate the impact of current policies and shape future programmes, especially in
Southern contexts, and this remains one of the biggest challenges in the field of

13 | P a g e Foundation of Inclusive and Special Education

education and disabilities. This lack of evidence leaves important questions about how
and where to best invest unanswered.

What Is Inclusive Education?

SOURCE: Inclusive Education by LCD Philippines Foundation (2010)

 Inclusive Education is a learning environment where children with and without

disabilities are taught together, as equals. This approach is different to more
traditional approaches to the education of children with disabilities that involve
segregating CWDs into separate classes or even separate schools.
 Inclusive Education is recognized by teachers, families and policy makers to be a
more beneficial way of ensuring that children with and without disabilities achieve
their full educational potential, and it is included in the UNCRPD, Article 24.

What are the Benefits?

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. They will better learn to overcome the challenges
their disability can bring because they will be supported to participate fully in activities
alongside able-bodied children.

Confidence
Isolating disabled children from their nondisabled peers puts an emphasis on their
disability – this can lead to feelings of insecurity and worry when interacting with able-
bodied people. 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. They will learn to be positive about themselves and what they can
achieve.

Learning For All

Inclusive Education isn’t just good for children with disabilities. 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.

How Does It Work?

Community Support Networks (CSNs)
Our IE Program is grounded in community based rehabilitation – we work at the
grassroots level to support community leaders, families and schools in putting
Inclusive Education into action in their local area.

Profiling
With the help of the CSNs, we conduct detailed research in the areas where we work –
we profile CWDs and their families, organize focus group discussions and measure the
impact of our interventions.

Information, Assessment and Therapy

We set up local centers for rehabilitation in schools and communities where
information can be exchanged and diagnosis and therapeutic services and training can
be accessed. We also provide assistance with assistive devices and medical services.

Teacher Training
We provide training for teachers on implementing inclusive education practices in their
classrooms and on how to manage specific disabilities. We also train “Trainer
Teachers” who can then help other teachers in their school.

14 | P a g e Foundation of Inclusive and Special Education

Schools Assessments
We work together with schools to assess their facilities for accessibility and advise on
and oversee adaptations. We then help them enroll children with disabilities as regular
students and provide them with ongoing support.

How to Get Involved

Inclusive Education works best when whole communities of people are involved –
parents, teachers, children and community leaders – all working together to make sure
that children with disabilities can access the educational opportunities that are their
right.

My Reflections / My Insights
Allan’s Story (Reflection on the verge of inclusion. State your idea in a
concise manner)
Allan was left as an infant on the steps of an institution for
persons with mental retardation in the late 1940s. By age 35, he had become blind
and was frequently observed sitting in a corner of the room, slapping his heavily
callused face as he rocked back and forth humming to himself. In the late 1970s, Allan
was assessed properly for the first time. To the dismay of his examiners, he was found
to be of average intelligence; further review of his records revealed that by observing
fellow residents of the institution, he had learned self-injurious behavior that caused
his total loss of vision. Although the institution then began a special program to teach
Allan to be more independent a major portion of his life was lost because of lack of
appropriate assessments and effective interventions.
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UPSHOT
The concept and construct of inclusive education in the Philippines
has found its likings from the neighboring countries. Its mission,
vision, goals, and existing programs are patterned after these
countries. Delving into these programs, the country has developed
an accurate and responsive program which caters the needs of inclusive and special
education. Keeping with the trajectory of the program, although still on its transition
and development stage, the country has settled its roots in the colorful world of
inclusive and special education.
As a manifestation of this leap, the inclusive education programs which are carried
over and cascaded down to different areas in the Department of Education have set its
benefits to stakeholders, implied the process of its implementation, and intensified its
construct in the implementation. With these, the aim of strengthening and further
developing this pursuit will help in the realization of the present and future endeavor
of the program.

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 COMPREHENSION CHECK
MATCHING QUESTION. Match the items in column A with their
corresponding options in column B. Write only the letter of your
best choice on the space before each number.

A B
1. IDEA a. United States
2. PL 94-142 b. General Education classroom
3. LRE c. Groups of inclusive children
4. Mainstream d. Special education
5. Inclusion e. Suitable
6. Ethiopia f. Fixed monitoring
7. Zimbabwe g. Monitoring of every cycle
8. Africa h. Allocation and continuous feedbacking
9. India and Pakistan i. Social and psychological factors
10.Community support networks j. Cognition and adaptive identity
k. Global state
l. Localization
m. Profiling

ENRICHMENT ACTIVITY
(Please use the sheet provided for your answer)

A. Comparative Analysis. Using the Venn Diagram below, compare

and contrast the K-12 Inclusion Program and IDEA.

K-12 Inclusion Program IDEA-US

S
I
M
I
L
A
R
I
T
I
E
S

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REFERENCES
The Teacher’s Gallery (2017). DepEd Inclusive Education Policy Framework. Retrieved
from www.theteachersgallery.com on August 15, 2019
Bernardo, Rex (2017). Value of Organizing CSOs – Initiatives of the Sector towards
Inclusive Education. Retrieved from www.theteachersgallery.com on July 27,
2019

Morin, Amanda (2014). Least Restrictive Environment (LRE): What You Need to Know.
Retrieved from www.understood.org on July 21, 2019

Muega, Michael Arthus G. (2016) Inclusive Education in the Philippines. Retrieved from
journals.upd.rdu.ph on September 3, 2019
Inclusive Schools Network (2019). What Does an Inclusive Classroom Look Like?
Retrieved from inclusiveschools.org on January 11, 2021.
Hayes, Anne M. and Bulat, Jennae (2017). Disabilities Inclusive Education Systems
and Policies Guide for Low-and Middle-Income Countries. Retrieved from
files.eric.ed.gov on February 4, 2020
LCD Philippines Foundation (2010). Inclusive Education. Retrieved from
www.icdphilippinesfoundation.org on January 11, 2021.
Inclusive and Special Education approaches in developing countries. Retrieved from
assets.publishing.service.gov on February 3, 2020
Towards Inclusive Education—Inclusion Europe. Retrieved from inclusion-europe.eu on
February 3, 2020
Inclusive Education-the United Nations. Retrieved from www.un.org on February 4,
2020
Inclusive and special education approaches in developing countries. Retrieved from
assets.publishing.service.gov on February 4, 2020
Archived: History of the IDEA (PDF)-US Department of Education. Retrieved from
www2.ed.gov on February 7, 2020
Individuals with Disabilities Education Act (IDEA). Retrieved from www.apa.org on
February 7, 2020
www.nise.go.jp Philippines

www.adb.org Strengthening Inclusive Education—Asian Development Bank

www.academia.edu Inclusive Education in the Philippines

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