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LANGUAGE AND INCLUSIVE BASIC EDUCATION ISSUES

AND CHALLENGES
Bachelor of Secondary Education (Cebu Normal University)

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

ACADEMIC PORTFOLIO IN EM5: LANGUAGE PROGRAMS & POLICIES IN

MULTILINGUAL SOCIETIES

L2. LANGUAGE AND INCLUSIVE BASIC EDUCATION

ISSUES AND CHALLENGES

GROUP 2

Laarni Abigail Sesante

Edie Mae L. Bantilan
Kirsteen Mae L. Zaragoza
Krisha Joyce T. Villagonzalo
Laurie Lane P. Torlao
Marianne Michelle Magalso
Katrina Jill C. Persigas
Princess Marie O. Maigan

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Table of Contents

INTRODUCTION 3
What is Inclusive Education? 3
Comparison Between Inclusive and Traditional Education 4
Forms of Inclusion 7

ISSUES AND CHALLENGES: 8

Language as an inclusive education issue 8
Issues and Challenges face by Children with Special Needs (CWSN) in inclusive education11

RESOLUTIONS TO CHALLENGES: 12
Principles of Inclusions 12
Policies and Legislative FrameWork of India for the betterment of Education and Inclusion 13
Role of Teachers in Inclusive Education 14
Role of Different Social Institutions in Inclusive Education 15

CONCLUSION: 16

Activity and Assessment with Answer Key 18

Summary of Scores 22

REFERENCES 23

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

L2. LANGUAGE AND INCLUSIVE BASIC EDUCATION

ISSUES AND CHALLENGES

Objectives:
At the end of this lesson, the students will be able to:
1. Recognize Language and Inclusive Basic Education Issues and Challenges; and
2. Demonstrate deeper understanding of Language by relating it to its role in inclusive
education.

INTRODUCTION

Traditionally, we have two educational systems – one for students with disabilities
(education in special schools) and one for everyone else (education in regular classrooms).
Evidently, there is a distinction made between children who are normal and those who are
disabled when it comes to learning and education. Special education is best defined as a
deliberate intervention aimed at overcoming or eliminating the barriers that prevent children with
disabilities from learning. In other words, it is about providing individualized instruction plans
for children with disabilities in order to help them succeed. In contrast, education in regular
classrooms involves normal pupils, who are taught by a teacher who moderates and supervises
the flow of information and knowledge. It entails a conventional curriculum presented in person
by a teacher. Clearly, there are still significant differences in how special and regular children are
educated. But what if both special and ordinary children are taught together? How about
providing a single educational system for both special and regular children?

What is Inclusive Education?

Inclusive education is defined as a learning environment that encourages all students to

reach their full potential in terms of personal, academic, and professional growth, regardless of
race, class, color, gender, disability, sexual preference, learning style, or language. The goal of an
inclusive educational environment is to ensure that all students are treated equally and have
access to the same opportunities. Student diversity and individuality should be promoted without
discrimination in an inclusive educational environment. In comparison to non-inclusive systems,
studies have shown that fully inclusive schools reduce dropout rates and grade repetition, and

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

have greater average levels of success. People who support inclusive education feel that the
traditional educational system is preventing a child from learning, and that every child is capable
of learning.

The school and classroom are built on the assumption that children with disabilities are
inherently capable of learning just like kids without impairments. As a result, all students may
participate fully in their classes and the wider school community. Much of the movement arises
from policies requiring students to receive their education in the least restrictive environment
possible (LRE). This means they spend as much time as possible with their peers who are not
disabled, with general education being the preferred choice for all children.

Inclusive education is about appreciating each child’s differences. It involves recognizing

each child’s unique set of strengths and limitations. Inclusive education enables children to
understand and live in harmony in a world filled with people different from themselves. An
inclusive school is the perfect training ground for real life as the dynamics of the school imparts
children with life lessons, values, and morals.

Comparison Between Inclusive and Traditional Education

According to statistics from the U.S Department of Education more than one million
students still do not have access to the general education curriculum and instruction. Many
students are given access to the general education classroom but do not receive the support they
need to actively participate in that instruction. In this case, research evidence demonstrates that
most students with special learning needs (e.g., students with disabilities, ELs) can succeed in the
general education classroom, given the necessary services and support. In inclusive schools,
students not only have access to the general education curriculum but they also receive the
support they need to participate in this instruction and to be successful.

Some school personnel sometimes believe they are practicing inclusion even when their
school practices more closely resemble the traditional model of instruction. They may have
modified their existing practices in an effort to become more inclusive but have not created an
overall inclusive environment.

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

So, we have here the table that shows the comparison between Inclusive education and traditional
education.

Factors Traditional Inclusive

School climate ● Responsibility for ● Responsibility for all

students is divided students is shared among
among general all staff.
education, special ● The school environment
education, and ESL supports teachers working
teachers. collaboratively.
● Teachers work in
isolation.

Curriculum, ● Some students are · In general, each student

instruction, and separated from peers for receives instruction with
assessment grade-mates
instruction.
● Some students can ● In general, each student can
participate in participate in
extracurricular extracurricular activities.
activities. ● Data for all students is used
● Data for some students for accountability and
may not be used for decision making.
accountability and ● Behavior management takes
decision making. place at the school-wide
level.
Behavior management takes
place at the classroom level. ● A team approach ensures
that each student receives

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

the appropriate help when

● Teachers often base
needed.
instruction on the needs
of typical learners.

Staff ● Professional ● Professional development

development development activities activities are aimed at
are planned and do not building capacity by
target teachers’ enhancing the skills of all
competencies regarding staff to promote students’
the instruction of all access to the general
students. Instead they education curriculum.
often target specific
problems (e.g., school
dropout).

Support ● Clinical staff (e.g., ● Clinical and support staff

Services school psychologist, are integral members of the
occupational therapist) school community.
and support staff are
seen as additional
personnel who provide
special services.

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Forms of Inclusion

There are three forms of inclusion: Physical inclusion, Social inclusion, and Cognitive inclusion.

Physical inclusion - Refers to the students with disabilities to participate in all activities. It
means that these students get an equal chance to participate in all activities, and they too learn
the same curriculum just like other students. It exists when all students, including students with
disabilities, receive consistent promotion, support, and facilitation from the government. All the
policies and regulations have made education free and compulsory to all children. No institution
can deny admission to a child with disability on account of his/her disability.

Social inclusion - Students are encouraged to assume leadership roles to positively change their
school and community. Acceptance and belonging are considered civil rights for all students
within the context of social justice.

“Socially inclusive schools are places where all students are encouraged and supported to
be agents of change, have opportunities to be leaders, participate in school activities, and are
encouraged to engage in collaborative activities. All students deserve the opportunity to actively
participate in engaging school and community environments that recognize and share their gifts.”

Cognitive inclusion- The educational institutions try out cognitive inclusion by allowing the
children with special educational needs to study in general classrooms with non-disable children.
Cognitive inclusions is possible only if the subject matter is broken down into smaller learning
units and teachers make sure that all the children to the expected level of mastery learn each of
the micro units of a lesson. Each child is given equal opportunity to learn, understand, retain, and
reproduce the information at an appropriate time and in appropriate manner.

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

ISSUES AND CHALLENGES:

Language as an inclusive education issue

“Imagine this, you’re six years old, half Japanese and half Filipino and about to start
school. You’re getting ready for your first day; you’re excited and chatting to your mum and
sister using your mother tongue, the local language (Filipino). You also know Japanese, which
you speak at the market, with some of your friends and at a family gathering. You like speaking
these two languages and have no difficulties switching between them. You arrive at school, find a
place to sit and wait for the teacher. She arrives, smiles and begins to give instructions and
explanations but you don’t understand her. She’s not speaking Japanese or the local language.
She's speaking English. What would you do?”

Languages are the most powerful instrument to preserve and extend heritage and inspire
solidarity based on understanding, tolerance and dialogue. It is fundamental to communication
and, without languages, unique modes of thinking and expression may be lost and consequently,
lessen cultural diversity.

Learning a language other than one's mother tongue is an important component of

inclusive education because it promotes intercultural understanding and tolerance, as well as
respect for different groups in society.

Key issues to consider in relation to language and education:

● Mother-tongue communication and teaching
● Policy
● Language teaching and learning approaches
● Teacher education, recruitment and deployment
● Community and parental involvement
● Writing systems and curriculum materials

1. Mother-tongue communication and teaching

- Education authorities in low-income countries often think it will be too expensive and
time-consuming to deliver quality education in multiple languages. They forget that

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

current language and education approaches aren’t working or helping to improve

educational quality.

Areas for action:

- Develop effective monitoring of mother-tongue language programmes, to show
policy-makers the benefits.
- Explain that investing in multilingual education is worth the cost.

2. Policy
- The choice of language used in education is often dictated by the government.

Areas for action:

- Document evidence that using multiple languages in education doesn’t encourage
minority groups to work against the state, instead it fosters social and political harmony
and peaceful resolution of disputes.

3. Language teaching and learning approaches

- The development of literacy is particularly difficult for the children to cope up with the
second language.

Areas for action:

- Provide clear guidance to teachers and parents on the differences between giving
students good language learning skills, and teaching the curriculum in a language.
- Promote child-centered, active learning approaches to language learning.
- Allow/request primary-level exams to be taken in different languages.

4. Teacher education, recruitment and deployment

- Sometimes teachers speak the children’s language but are not allowed to use it in class.
Or they may not speak the same language at all. Some may even have been deliberately
deployed to an area where they don’t speak the language to encourage education in the
official language.
Areas for action:
- Create alternative routes into teaching, e.g., on-the-job teacher training to build up
trainees’ experience and education levels until they can get accredited teacher status.

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

- Develop and share lessons from pilot programmes on training primary school teachers to
teach the official language as a subject.

5. Community and parental involvement

- Too often there is a division between a learner’s home life and their education
experiences.
Areas for action:
- Families should feel confident in supporting their students to be achievers in order to
reinforce what they learned in the classroom.

6. Writing systems and curriculum materials

- Where teachers are discouraged from using the local language, there is often also a lack
of learning materials in that language, or of community-accepted script for that language.
Areas for action:
- Encourage local education authorities to work with minority language communities to
create their own scripts and literacy materials, in line with the national curriculum.

It is important to continually improve language practice in education, rather than aiming for
unrealistic short-term targets or sudden big changes. Progress towards mother-tongue based
multilingual education is being made in many parts of the world. By documenting and sharing
these experiences more widely, we can show educators and decision-makers that schools can
meet the needs of multilingual societies.

Issues and Challenges face by Children with Special Needs (CWSN) in

inclusive education

Children with Special Needs require education in regular schools, in their own society
and by regular Teachers. Inclusion Values diversity. It acknowledges every learner’s fundamental
right to learn, and accepts that every child has unique abilities and needs.

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

8 Various issues and Challenges faced by Children with Special Needs in inclusive
education:

1. Characteristics of Individual Pupils

2. Lack of access to the mainstream
3. Lack of awareness and Attitude
4. Lack of trained teachers
5. Large class size
6. Lack of proper infrastructure
7.Lack of Support or Partnership
8. Peer Rejection

The implementation of inclusive education requires dedication and willingness on part of all.

RESOLUTIONS TO CHALLENGES:

Principles of Inclusions

The UNESCO Salamanca Statement and Framework for action on Special Needs
Education (1994) articulated and underlying principles on which inclusive Education is based.

● Every child has a fundamental right to education;

Education is a basic human right for all of us and is important for us as it not just
improves ourselves but also expands our knowledge. Hence, every child — with disability or not
— has the fundamental right to education that helps them acquire basic literacy and numeracy,
enjoy learning without fear, feel valued and included, and irrespective of where they come from.
Sadly, according to new data from the UNESCO Institute for Statistics (UIS), about 263 million
children and youth around the world are out of school. This is equivalent to a quarter of the
population of Europe. That’s why Educational planning by governments should concentrate on
education for all persons, in all regions of a country and in all economic conditions, through both
public and private schools. Because in the past, relatively few children with disabilities have had

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

access to education, especially in the developing regions of the world, there are millions of adults
with disabilities who lack even the rudiments of a basic education.

● Every child has a unique characteristics, abilities, interests, and learning needs;

Every child is unique, not just in physical features or individual aspects of his or her
personality, but also in their learning style and intelligence. That’s why we have to be patient
because when a certain thing is easy for us does not also mean it is easy for someone. Hence, by
knowing that every child has their uniqueness when it comes to their character, abilities,
interests, and learning needs, we are able to adjust ourselves and be flexible in order for us to
meet the needs of the child while acknowledging their uniqueness.

● Education systems need to accommodate this diversity in student population;

In education, discussions about diversity involve recognizing a variety of student needs

including their ethnicity, language, culture, socioeconomic class, experience, disabilities, and
gender. And by accommodating the diversity in student population, educators are able to value
the unique aspects of what makes each student different and help them embrace those differences
in the classroom. The presence of diversity in the classroom also allows students to consider
perspectives and opinions beyond those they’ve already formed or were shaped in early life by
family and friends. In fact, an article in Scientific American, stated that exposure to diversity
alters the way individuals think by promoting creativity and innovation, as well as
decision-making and problem solving skills.

● Those with special educational needs must have access to regular schools;

Having access to regular schools would really mean a lot to those students with special
educational needs or disability because they will be able to interact with other children and won’t
feel different from them. In fact, these students should have equal access to quality education,
because this is the real way to human capital formation and their participation in social and
economic life. While students with disabilities have historically been educated in separate special
schools, being able to have access to regular schools provides a cost-effective way toward.

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

● Regular schools with inclusion orientation are the most effective means of combating
discriminatory attitudes, creating welcoming communities, building an inclusive
society and achieving education for all.
Students with special needs or disabilities are being educated in separate special schools or in
SPED that’s why they feel different from the other students. By working towards quality learning
environments where all children are educated side by side, inclusive classrooms provide children
with the chance to truly accept and learn from each other. Studies show that inclusion is “more
cost effective, and academically and socially effective, than segregated schooling”. Enabling
children to learn together benefits all children, not just those with special needs, and has been
linked to better learning outcomes.

Policies and Legislative FrameWork of India for the betterment of Education

and Inclusion

Inclusive education is a process of strengthening the capacity of the education system to

reach out to all the learners.

These are 7 policies and legislative framework implemented by India for the betterment
of Inclusive Education:

1. National Policy on Education (1986)

2. (Equal Opportunities, Protection of Rights and Full Participation)
3. Action Plan for Inclusive Education of Children and Youth with Disabilities. (2005).
4. National Policy for Persons with Disabilities (2006).
5. Centrally sponsored scheme of integrated scheme education for the disabled.(1974).
6.Project Integrated education for the disabled.(1987)
7. Action plan for inclusive Education of children and youth with Disabilities.(2005).

The challenges of Inclusive Education are to meet the special needs of all children with
and without disabilities. Inclusive Education is not a soft process: it requires a lot of struggle and
commitment to overcome all the types of barriers, mainly attitudinal and social.

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Role of Teachers in Inclusive Education

Inclusive education refers to “to all learners, young people with or without appropriate
network of support services”. In this, it is believed that if a child is not able to learn it is not due
to the disability of the child but due to the school system.* It is the responsibility of the school
and the teacher to manage teaching in such a way that the needs of all the children are met. In the
classroom, the teacher is in charge of setting the environment for students. In an inclusive
Education setting, the teacher should be prepared and be committed to teaching students that
have difficulty in learning especially to children who have disabilities. There are prerequisites
upon entering this field of teaching and these are the following:

1. Teachers should be able to prepare the special students as well as regular students
for inclusive education.
2. Accepting children with disabilities.
3. Developing a positive attitude between normal and disabled children.
4. Placing the children in the classroom in proper places so that they feel
comfortable and are benefited by the classroom interaction.
5. Removing architectural barriers wherever possible so that children with
disabilities move independently.
6. Involving the children with disabilities in almost all the activities of the
classroom.
7. Making suitable adaptation in the curriculum transaction so that the children with
disabilities learn according to their ability.
8. Preparations of teaching aids/adaptation of teaching aids which will help the
children with disabilities learn.
9. Parental guidance and counseling and public awareness programme through
school activities.
10. Collaborating with medical and physiological panels, social works, parents and
special teachers.
11. Providing remedial instruction to the children who require it

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Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Role of Different Social Institutions in Inclusive Education

Family

1. Giving all the support and extra attention

2. Frequent visits to the school
3. Getting training for handling the children
4. Active communication with the teachers
5. Ensuring that their children are not tortured
6. Accompanying the children whenever it is needed

Peer Group

1. Avoiding bullying or mocking

2. Avoiding isolating or segregating
3. Collaborate Learning
4. Cross Age Peer Support
5. Forming Partners
6. Technical Support
7. Sharing Study Materials

Administrators/Policy Makers

1. Ensuring that the constitutional rights are accurately implemented

2. Introducing new schemes for such children
3. Providing them special infrastructural facilities
4. Providing scholarships.
5. Providing financial support to families of such children
6. Offering employment to parents of such children
7. Offering multicultural education
8. Implementing multi-grade teaching

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

CONCLUSION:

People with impairments, as well as those without disabilities, can benefit from inclusive
education. When all kids, regardless of their challenges, are put in age-appropriate general
education classes in their own neighborhood schools, they get high-quality instruction,
interventions, and supports that enable them to succeed in the core curriculum, regardless of their
abilities. It's a terrific method to demonstrate unity in learning and being able to deal with people
of all ethnicities, skin colors, disabilities, and so on. Inclusive education differs from traditional
schooling in that it focuses more on ensuring that all students, including those with special needs,
have equal access to education and the freedom to interact with others. Its primary goal is to
make all students feel included, challenged correctly, and encouraged to work hard despite their
weaknesses. There was a common desire for it throughout the populace as a whole. Inclusive
education places a heavy burden on the shoulders of educators and parents alike. These
professionals should provide a lot of assistance, advice, and understanding to the students in
order for them to get a better education. It's also worth noting that policies and procedures exist
to promote inclusion, with the goal of ensuring that all children receive an equal opportunity to
learn and that no one is ever left behind. Regardless of their disabilities, all students should have
the opportunity to learn, and Inclusive Education allows children with special needs to feel like
they are part of the group, not an outsider.

As a result, it means that all children, regardless of their ability level, are included in a
mainstream classroom, or in the most appropriate or least restrictive environment (LRE). All
students of all abilities are taught as equals, and teachers must make changes to their curriculum
and teaching methods to make sure that all students benefit from their education. There are also
less resources wasted and hopes that are broken when a classroom is too big or too small. There
are a lot of studies that show that systems that are truly inclusive cut down on the number of
people who drop out and repeat grades, and they also have higher average levels of achievement.
People who believe in inclusive education think that the education system is what stops a child
from learning, and that every child can learn.

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Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Activity and Assessment with Answer Key

I. Multiple Choice.

Read the following questions carefully and choose the letter that best describes the answer. Do
your best and Goodluck!

1. The term “Inclusive Education” refers to?

A. Excluding the children and dividing them into different groups.

B. Education in a multigrade setting.

C. Ensuring that all students are treated equally and have access to the same opportunities.

D. Education of children belonging to Scheduled Castes and Scheduled Tribes.

2. What are the 3 forms of Inclusion?

A. Social, Physical and Cognitive Inclusion.

B. Structural, Social and Systematical Inclusion.

C. Physical, Cognitive, and Conditional Inclusion.

D. Cognitive, Conditional and Social inclusion.

3. What consideration provides clear guidance to teachers and parents on the differences
between giving students good language learning skills, and teaching the curriculum in a
language?

A. Policy.

B. Mother-tongue communication and teaching.

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College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

C. Teacher education, recruitment and deployment.

D. Language teaching and learning approaches.

4. The whole idea of inclusive education is defeated due to lack of ______ and positive
_________.

A. Respect and Patience.

B. Attitude and Accuracy.

C. Awareness and Patience.

D. Awareness and Attitude

5. The ___________ articulated and underlying principles on which inclusive Education is

based.

A. Action Plan for Inclusive Education of Children and Youth with Disabilities. (2005)

B. UNESCO Salamanca Statement and Framework for action on Special Needs Education
(1994).

C. Persons with Disabilities Act (1995).

D. PIED Project Integrated education for the disabled (1987).

6. This adopted a "Composite Area Approach" that converted all regular schools within a
specified area, referred to as a block, into integrated schools.

A. PIED Project Integrated education for the disabled (1987).

B. Action Plan for Inclusive Education of Children and Youth with Disabilities. (2005)

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Republic of the Philippines

Cebu Normal University
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College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

C. The centrally sponsored scheme of integrated education for disabled children (1974).

D. UNESCO Salamanca Statement and Framework for action on Special Needs Education
(1994).

7. Which is the correct Role of Family in Inclusive Education.

A. Reject and Discriminate.

B. Give Support and Extra attention.

C. Divide the special student from the regular students.

D. Do not communicate and Update on the student.

8. Covers all aspects of education from elementary to university level and even adult
education.

A. Persons with Disabilities Act (1995)

B. Action plan for inclusive Education of children and youth with Disabilities (2005)

C. National Policy on Education (1986)

D. Centrally sponsored scheme of integrated scheme education for the disabled (1974)

9. _________ inclusion by allowing the children with special educational needs to study in
general classrooms with non-disable children.

A. Physical

B. Social

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College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

C. Conditional

D. Cognitive

10. What were the two types of education that was discussed and compared.

A. Regular and Traditional.

B. Special and Inclusive.

C. Traditional and Special.

D. Inclusive and Traditional.

II. Essay

1. As a future educator, how will you impose positive academe in an inclusive education setting?

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 lOMoARcPSD|8507604

Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Summary of Scores

Male Scores
1. Angel, Adriel 20
2. Arriesgado, John Mark 20
3. Baunsit, Hailie Jade 20
4. Olarte, Manuel T. 17
5. Serna, Joselle Mark 20
Female
1. Abasia, Jaquia 20
2. Agustines, Elisiah 20
3. Andales, Chrewdine S. 20
4. Antig, Crislie 20
5. Armenion, Chammie 20
6. Balogbog, Maria Karyl 20
7. Bantilan, Ediemae REPORTER
8. Becaldo, Jhel Lhaiza 20
9. Borres, Chona Mae 20
10. Calda, Sheena Mae D. 20
11. Cruz, Alyssa Mae 20
12. Galeon, Kirsten Abigail J. 20
13. Llagoso, Jannah Noren 20
14. Llanto, Axyl 20
15. Maigan, Princess Marie REPORTER
16. Magalso, Marianne Michelle REPORTER
17. Maravilla, Zarla Mae 20
18. Maybuena, Jamaila 20
19. Mesias, Fritzie Grace 20
20. Miñoza, Danika Maria Louise B. 20
21. Ocao, Samantha Rizelle Anne 20
22. Panugan, Angeline 20
23. Persigas, Katrina Jill REPORTER
24. Simene, Anna Regina R. 20
25. Sesante, Laarni Abigail REPORTER
26. Tala-o, Jeneces Rose C. 20
27. Torlao, Laurie Lane REPORTER
28. Villagonzalo, Krisha Joyce REPORTER
29. Zaragoza, Kirsteen Mae REPORTER

21

Downloaded by Jay ar Andres ([email protected])

 lOMoARcPSD|8507604

Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

REFERENCES:

Begum, D. A. (2017). INCLUSIVE EDUCATION: ISSUES AND CHALLENGES.

Scholarly Research Journal for Interdisciplinary Studies, 4(35), 6563–6571.
https://oaji.net/articles/2017/1174-1512380400.pdf

Boll, M. (2013, April 15). The Concept of Inclusive Education and Understanding
Children with Special Needs. California Special Needs Law Group.
https://www.csnlg.com/the-concept-of-inclusive-education-and-understanding-children-w
ith-special-needs/

EENET. (2008). Language as an inclusive education issue – EENET.

Https://Www.Eenet.Org.Uk/.
https://www.eenet.org.uk/enabling-education-review/enabling-education-12/newsletter-12
/12-7/

H. (2020, September 2). Inclusive Education: Definition, Examples, and Classroom

Strategies | Resilient Educator. ResilientEducator.Com.
https://resilienteducator.com/classroom-resources/inclusive-education/

Holeton, R. (2020). Toward Inclusive Learning Spaces: Physiological, Cognitive, and

Cultural Inclusion and the Learning Space Rating System. EDUCAUSE.
https://er.educause.edu/articles/2020/2/toward-inclusive-learning-spaces

Hoque, E. (2022, March 3). Challenges Of Inclusive Education. Educere Centre.

https://educerecentre.com/challenges-of-inclusive-education/

Lipsky And Gartner. (2008). IRIS | Page 2: How Does Inclusion Differ from Traditional
Instruction? IRIS. https://iris.peabody.vanderbilt.edu/module/inc/cresource/q1/p02/

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Downloaded by Jay ar Andres ([email protected])

 lOMoARcPSD|8507604

Republic of the Philippines

Cebu Normal University
Osmeña Blvd. Cebu City, 6000 Philippines

College of Arts & Sciences

Telephone No.: (+63 32) 254 6814 local 140
Email: [email protected]

Panda, G. (2016). Inclusive education. Inclusive Education.

https://www.slideshare.net/girijapanda56/inclusive-education-68018411#:%7E:text=ME
ANING%20%E2%80%A2%20%E2%80%9CInclusive%20Education%20is,5.

Quality of education. (n.d.). UNICEF South Asia.

https://www.unicef.org/rosa/what-we-do/quality-education

Right to education. (2022, January 24). Theirworld.

https://theirworld.org/resources/right-to-education/

School of Education - American University. (2022, February 14). The Benefits of

Inclusion and Diversity in the Classroom. American University.
https://soeonline.american.edu/blog/benefits-of-inclusion-and-diversity-in-the-classroom

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