College of Teacher Education

TABLE OF CONTENTS

I. TITLE PAGE

II. TABLE OF CONTENTS

III. DEFINITION OF TERMS

IV. INTRODUCTION
A. Background of the Special and Inclusive Education………………
B. Content of the Portfolio……………………………………………….
C. Objective of the Portfolio………………………………………………

V. CONTENT
A. Laws Regarding SPED in the U.S. and in the Philippines………
B. Laws that pertain to:
a. Inclusion of children with special needs in all programs
and concerns of the government
b. The education of children with special needs
c. The home, parents, and community in special
education activities
d. Communication of significant events
C. Public Policies that Support Inclusive Education and
International Legislation on IE…………………………………….
D. Process of Inclusion…………………………………………………
E. E-portfolio………………………………………………………………
A. Definition of Disability
B. Characteristics

VI. SUMMARY

VII. REFERENCES
 College of Teacher Education

Definition of Terms

able/gifted/talented- above-average intellectual ability, with regard to both general

and specific skills.
access- ‘The right or opportunity to use or benefit from something’.
accessibility- To enable persons with disabilities to live independently and
participate fully in all aspects of life.
accessible- Able to be reached, entered or understood.

accountability- ‘the fact or condition of being accountable; responsibility’.

action/practitioner research- ‘action research’, which emphasizes its participatory,

collaborative and self-reflective nature and firmly locates it as a form social action
orientated towards improvement.
Alternative/augmentative communication (ACC)- refers to extra ways of helping
people who find it hard to communicate by speech or writing to communicate more
easily.
assessment adaptation/ modification/ accommodation- refers to an alternation in
the way a general assessment is done or test is applied.
assessment for learning- this term in a general way in many countries to refer to
assessment procedures that inform decision-making about teaching methods and
next steps in a pupil’s learning.
at-risk children-children can be at risk of disadvantage because of their individual
circumstances or because they , or their families belong to a group which is
disadvantaged in society.
Autism- having a condition that causes to have trouble communicating and forming
relationships with people. They may have difficulty with language
awareness-raising- campaigns can be defined as organized communication activities
which aim to create awareness on particular topics (health, environment,
education), behavioral change among the general population and to improve the
focus on better outcomes.
barriers- obstacle that prevent learners from accessing a full range of learning
opportunities and limit and their participation in society.
behavior problems
blind-unable to see.
captions - are intended for audiences or learners who cannot hear the dialogue.
childly-friendly school- adopt a rights-based, multi-sectoral approach, concerned
with the whole child.
collaborative learning- opposed to individual learning, this learning develops a
community-centered approach.
 College of Teacher Education

community-based approach- motivates women, girls,boys and men in the

community to participate in a process which allow them to express their needs and
to decide their own future with a view to their empowerment.
deaf- unable to hear well or at all
differentiation- is a method of designing and delivering instruction to best reach
each learner.
disability- person with disabilities include those who have long-term physical,
mental, intellectual or sensory impairments which in interaction with various
barriers may hinder their and effective participation in society on an equal basis with
others.
Dyslexia- person who finds reading extremely difficult
discrimination- to act on the basis of a difference between people, make an unjust
distinction on the basis
disparity - inequality or difference that may result from different outcomes or
differential treatment of people with distinct characteristics.
diversity- a multifaceted concept that can contain many elements and levels of
distinction, age, ethnicity, class, gender, physical abilities, race, sexual orientation,
religious status, educational background, geographical location, income, marital
status, parental status, and work experiences.
e-inclusion- it focuses on on participation of all individuals and communities in all
aspects of the information society.
Education For All (EFA)- an international initiative first launched in Jomtien,
Thailand, in 1990 to bring the benefits of education to ‘every citizen in every society’.
equal opportunities- mean the ‘same chances to take part in activities , access
services with no barriers to education and equal life prospects for individuals’.
equality- equality in education may be understood to imply that everyone is treated
in a way that guarantees access to the same educational opportunities.
equity- viewed as the extent to which individuals can take advantage of education
and training, in terms of opportunities, access, treatment and outcomes.
Exceptional- outstanding or rare
f-learning- is about ‘any forms of electronically supported learning and teaching’.
formal education- is defined as education that is institutionalized, intentional,
planned through public organizations and recognized private bodies and, in their
totality, make up the formal education system of a country.
Gifted education
Gifted learners
giftedness
governance- refers to ‘ the way that organizations or countries are managed at the
highest level, and the system for doing this.
hearing disability
 College of Teacher Education

heterogeneous grouping
hidden curriculum- refers to unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school.
higher education
inclusion- a process of addressing and responding to the diversity of needs of all
children, youth and adults trough increasing participation in learning, cultures and
communities, and reducing and eliminating exclusion within and from education.
inclusive assessment - shifts the focus from assessment procedures that focus on
diagnosis and resource allocation, often conducted outside the mainstream school,
to on-going assessment that is conducted by class teachers to organize individual
educational planning.
inclusive education- the unesco ibe (2008) definition states that inclusive education
is: an ongoing process aimed to offering quality education for all while respecting
diversity and the different needs and abilities, characteristics and learning
expectations of the students and communities, eliminating all forms of
discrimination.
inclusive pedagogy- refers to ‘an approach to teaching and learning that supports
teachers to respond to individual differences between learners, but avoids the
marginalization that can occur when some students are treated differently’.
individualization - is led by the teacher, who provides instruction and tasks/activities
to accommodate the learning needs of each learner.
innovation
integration- it carries with it an idea that learners need to be educationally and/or
socially ‘ready’ for transfer from special to ordinary school.
intellectual development
language impairment
leadership- is is defined as a process of providing direction and applying influence.
learning difficulty
mainstream education
mentor
measurement - refers to assessment that is linked to some form of numerical
quantifier (a score, mark or grade).
multi-sensory impairment
multiple disabiities
neuro-psychiatric disorder
normalization
participation
partnership
peer groups
personalization
 College of Teacher Education

physical disability
prevention
primary education
provision
proximity
quality
quality assurance
research
resource allocation
school administration
school for all
secondary education
sensory impairment
special education needs
special needs education
special school
speech impairment
support
systemic approach
Talent
Talented learners
Teamwork- a group of people who work together or play a
Theory- an idea or a statement that expalins how or why somethings happens
Values- beliefs and ideas about what is important in their lives
visual impairment
vocational education
Welfare- person’s state of health, happiness, and comfort

The most controversial issue currently regarding the education of children with
special educational needs and disabilities (SEND) is that of inclusion Theories of
inclusion and inclusive education have important implications for special education
policies and practices in both developed and developing countries. Inclusive
 College of Teacher Education

education is mostly considered to be a multi-dimensional concept that includes the

celebration and valuing of difference and diversity, consideration of human rights,
social justice and equity issues, as well as of a social model of disability and a socio-
political model of education. It also encompasses the process of school
transformation and a focus on children’s entitlement and access to education.

Inclusive education and special education are based on different philosophies

and provide alternative views of education for children with special educational
needs and disabilities. They are increasingly regarded as diametrically opposed in
their approaches. This paper presents public policies, process of ‘inclusion’, laws
regarding inclusive and special education, and international legislation that supports
inclusive and special education. Development of inclusive special education aims to
provide a vision and guidelines for policies, procedures and teaching strategies that
will facilitate the provision of effective education for all children with special
educational needs and disabilities.

The term Inclusion generally means ending all separate special education
placement for all students and full time placement in general education with
appropriate special education supports within that classroom. There are some
individuals who by virtue of their physical and mental abilities require a more
relevant or appropriate instruction than is usually available within formal and
informal educational structures. A domain of education has been constructed to
satisfy their learning.

‘Inclusion’ is not a mechanism for relocating educationally disadvantaged

youngsters in mainstream rather than in special schools. Rather, inclusion implies a
whole school approach to social relations and production of meaning reached
through processes of negotiation (between stakeholders and further highlights the
importance of a whole school approach as it) places equal value upon the knowledge
and contributions (that are valuable to) the collective production of meaning.

This paper aims to provide a vision and guidelines for policies, procedures and
teaching strategies that will facilitate the provision of effective education for all
children with special educational needs and disabilities. A major goal of the study is
to identify and draw attention to the most critical gaps and deficiencies in legislative
and policy frameworks at the national level in protecting and promoting the human
 College of Teacher Education

rights of persons with disabilities and to make recommendations to change and

improve the existing legislative and policy framework and to advance the human
rights of persons with disabilities in countries around the world.
 College of Teacher Education

LAWS REGARDING SPED IN THE U.S.

 Public Law 94-142 (Education for All Handicapped Children Act)

Special Education Law came into effect in 1975, with the passing of Public Law
94-142, also known as the Education for All Handicapped Children Act.This law
required schools to protect the rights of, and provide a free appropriate public
education for, all students with disabilities, such as mental retardation, learning
disabilities, emotional problems, etc. Prior to this law, many individuals with a
mental illness or mental retardation were placed in state institutions, quite often
receiving minimal clothing, food and care. Some school districts sent their special
needs students to a special education school or encouraged parents to keep their
children home.

 Public Law 101-336 (Americans with Disability Act of 1990)

as a ground-breaking piece of legislation, was enacted by the 101st Congress in

July 26, 1990. It is referred to as the Act to establish a clear and comprehensive
prohibition of discrimination on the basis of disability, otherwise cited as the
Americans with Disability Act of 1990, also popularly known as ADA. However, issues
and challenges beset it during its implementation for eighteen (18) years. As a result,
Congress took notice of these loopholes and saw the need to address them by
passing into law the ADA Amendments Act of 2008 that took effect in January 1,
2009.

It stipulates a clear definition of this group of persons. People with disability who
are referred to by the law are those who are suffering from physical or mental
impairment that hinders them from pursuing one or more of their pivotal daily
activities. The definition also includes those persons possessing a documentation of
their disability or who are considered as having impairment.

 Public Law 99-457 (Education for All the Handicapped Act)

In October 1986, Congress passed Public Law 99-457, the 1986 Amendments to
the Education for All the Handicapped Act. Building on its predecessor, P.L. 94-142,
which mandated special education programs for children 6 to 21 years of age and
provided incentive grants to serve children from the age of 3 years, this new law
represents the first major federal legislation affecting early intervention.
In addition to replacing the preschool incentive grants with a national mandate
that all handicapped children be served from the age of 3 years, these amendments
 College of Teacher Education

further extend P.L. 94-142 by offering states the option to serve handicapped or
developmentally delayed children from birth to 3 years of age.

The law provides financial support to state governments to assist them in

developing and implementing services for handicapped infants and toddlers, and it
requires states to begin, within 5 years, to serve all eligible handicapped children
from birth to 3 years of age as a condition for receiving continued federal support. As
federal regulations are being formulated and states actively begin to plan programs
to establish or extend their early intervention services, it is imperative that all
professional advocates for children, pediatricians and health care workers in
particular, become familiar with P.L. 99-457 and the opportunities it presents for
expanding services to infants and toddlers in need.

 Public Law 105-17 (Amendments to the Individuals With Disabilities Education

Act)

The restructure of the IDEA into four parts, revises some definitions, and
revamps several key components, ranging from funding to disciplining students with
disabilities to how IEP’s are to be developed. This law was signed by President
Clinton way back in 1997 on the 4th day of June.

 Public Law 107-110 (The No Child Left Behind Act of 2001)

The No Child Left Behind Act of 2001 is a landmark in education reform designed
to improve student achievement and change the culture of America’s schools. This
new law, which President George W. Bush described as “the cornerstone of my
administration,” represents a sweeping overhaul of federal efforts to support
elementary and secondary education in the United States.

“These reforms express my deep belief in our public schools and their mission to
build the mind and character of every child, from every background, in every part of
America,” President Bush said during his first week in office in January 2001.

The act, which passed with overwhelming bipartisan support, embodies four key
principles-stronger accountability for results; greater flexibility for states, school
districts and schools in the use of federal funds; more choices for parents of children
from disadvantaged backgrounds; and an emphasis on teaching methods that have
been demonstrated to work. The act also places an increased emphasis on reading,
especially for young children, enhancing the quality of our nation’s teachers, and
ensuring that all children in America’s schools learn English.
 College of Teacher Education

LAWS REGARDING SPED IN THE PHILIPPINES

 Republic Act 7277 of 1992

The Magna Carta for Disabled Persons is the chief policy document for Filipinos
with Disabilities. It incorporate the earlier Batas Pambansa 344 of 19833 or the
Accessibility Law through a provision. In 2006, Republic Act 9442 amended RA 7277,
by adding social and economic provisions like the 20% discount on purchase of
medicine and daily essentials including transportation and recreational services.

Areas like education, rehabilitation, health, employment, civil and political

rights, reasonable accommodation, anti discrimination, anti poverty, accessibility,
transportation, telecommunications and information communication technology
(I.C.T.), social security.

 The Philippine 1987 Constitution and Filipinos with Disabilities

The 1987 Philippine Constitution categorically states that all international

treaties, agreements and understandings entered into by government, its agents and
legal entities become binding as parts of the Laws of the Land. Significantly, the
Constitution also clearly acknowledges the sector of persons with disabilities. It has
five provisions that explicitly refer to Filipinos with disabilities. The Section 13 of
Article 13 foremost mandate is the creation of specific agency and policies for the
sector. Being the heart and soul of the constitution, the Bill of Rights, also
acknowledges that all human rights instruments ratified by the country benefit
Filipinos with disabilities. It is understood that unless a clearly expressed limitation is
stated, all rights in the constitution apply to everyone, including Filipinos with
disabilities.
The Constitutional provisions forbidding discrimination on the bases of belief,
gender, physical conditions and others7 apply to persons with disabilities. Section 1
and Section 2 of Article 13 stated that “1.The Congress shall give highest priority to
 College of Teacher Education

the enactment of measures that protect and enhance the right of all the people to
human dignity, reduce social, economic, and political inequalities, and remove
cultural inequities by equitably diffusing wealth and political power for the common
good. To this end, the State shall regulate the acquisition, ownership, use, and
disposition of property and its increments; and 2.The promotion of social justice shall
include the commitment to create economic opportunities based on freedom of
initiative and self-reliance.” These provisions for persons with disabilities are looked
at as allowances for affirmative discrimination aimed to level the playing fields for
the sector. It comes short however to the explicit provision of the CRPD which
mentions not only the enjoyment of the sector of all human rights but “Enjoyment
on an equal basis with the rest” of the population.

The Social Justice Article XII8 provides the areas where affirmative actions on
discrimination may be allowed. To date, there is no specific jurisprudence relative to
issues on Constitutional guarantee on equality of persons with disabilities in the
country. Only 57 complaints on disability-related cases have been filed with the
Commission on Human Rights (C.H.R.). None of these cases have reached the
Supreme Court. The C.H.R. is only a fact-finding body. It has authority to summon all
involved individual and agencies. However, it can only recommend for the
prosecution of cases that are filed with the probable cause and strong evidence.

 Republic Act 8425 (The Social Reform and Poverty Alleviation Act

In 1998, incorporating the aim to ensure participation of persons with disabilities

in social and economic reforms, the Republic Act 8425 (The Social Reform and
Poverty Alleviation Act better known as the N.A.P.C. or National Anti Poverty
Commission Law)23 was enacted. In addition to the institutionalization of an anti
poverty coordinating body of all government agencies, from the national, regional
and local units, fourteen (14) identified marginalized sectors were provided with the
authority to organize Sectoral Councils, including Persons with Disabilities. These
Sectoral Councils could engage with both government and non government sectors
in addressing socio-economic development goals.

In 1999, the first 25-member Sectoral Council of Persons with Disabilities was
organized. Its structure ensures that all disability groups are represented at the
national level. To ensure geographic representations, all 17 political divisions called
regions are given the opportunity to elect their regional representatives in the
Council.
 College of Teacher Education

 Republic Act 1179- An Act Creating the Rehabilitation and Vocational Program
for the Blind

In 1954, Republic Act 1179 An Act Creating the Rehabilitation and Vocational
Program for the Blind and other Physically Handicapped 31 was approved. In 1962,
Republic Act 356232 was enacted to declare permanent government commitment to
the training of S.P.E.D. teachers for the blind, the institutionalization of the
residential school program and the establishment of the Philippine Printing House
for the Blind (P.P.H.B.).
Republic Act 525033 specified the 10 year training program for these teachers.
In 1970, the Philippine School for the Deaf and Blind (PS.D.B.) were separated into
two institutions, the Philippine National School for the Blind (P.N.S.B.) and the
Philippine school for the Deaf (P.S.D.).

Even in the period of the dictatorship, Presidential Decree No. 603 of 1974, also
known as the Child and Youth Welfare Code34 abounds with specific provisions for
the welfare of children with disabilities. It entitles them to the right to education as a
means of providing them with proper treatment and competent care required by
their particular situations. Article 74 provides for the creation of special classes,
where needs so warrant. There shall be at least a special class in every province. The
private sector was given the necessary inducement and encouragement to
participate.

Presidential Decree No. 1509 of 197835 established the National Commission

Concerning Disabled Persons (N.C.C.D.P.). The creation of this government agency
under the Office of the President articulated the government responsibility for the
fullest protection and assistance to persons with disabilities. The Presidential
Proclamation No. 178036 mandating the annual highlighting of persons with
disabilities concerns, through the observation of the National Disability Prevention
and Rehabilitation (N.D.P.R.) week was promulgated in 1979.

 Republic Act 5250- An Act Establishing A Ten-Year Training Program For

Teachers Of Special And Exceptional Children In The Philippines And
Authorizing The Appropriation Of Funds Thereof.
 College of Teacher Education

Growing social concern for the welfare and integration of PWD voiced by
parents and advocates including legislation led to the enactment of the law in 1968.
Established a 10-year training program for teachers and led to the admission of
children with disabilities into regular public schools.
However, without appropriate school and parental support, these children had
difficulty coping with the regular classes and soon dropped out of school.

 Education Act of 1982

Sec 1 states that the educational system is directed towards national

development and culture, and that education should be provided to all so as to
encourage participation in nation building.

Provides for a multi-sectoral thrust in the implementation of inclusion

education by mandating the schools to provide for the establishment of appropriate
bodies that would discuss issues and promote their interest.

 RA 7610 Special Protection of Children against Abuse, Exploitation and

Discrimination

Defines the rights of children with special Needs.

Identifies the specific Provisions for the Protection, Promotion, and Participation
of children with special needs

 EFA Philippine Plan of Action

Proclamation No. 855 issued on January 31, 1992 in response to the

Copenhagen Declaration and the EFA Declaration and Framework.

Provided the national policy framework for a universally accessible educational

system.

The EFA strategy seeks to address the problems of limited access to basic
 College of Teacher Education

education for groups that are at least served by the educational system and those
who enter the system but drop out, or at high risk of dropping out before achieving
basic literacy and numeric skills.

LAWS THAT PERTAIN TO:

A. The inclusion of children with special needs in all programs and concerns of the
government.

Americans with Disabilities Act

 College of Teacher Education

The Americans with Disabilities Act of 1990 provides civil rights protections to
individuals with disabilities. The ADA defines an individual with a disability as a
person who has a physical or mental impairment that substantially limits one or
more major life activities, a person who has a history or record of such an
impairment, or a person who is perceived by others as having such an impairment.
The ADA does not specifically name all of the impairments that are covered.

Title II of the ADA "prohibits discrimination on the basis of disability by public

entities, including public elementary, secondary, and post-secondary schools,
regardless of whether they receive federal financial assistance. Title II requires that
qualified individuals with disabilities, including students, parents, and other program
participants, are not excluded from or denied the benefits of services, programs, or
activities of a public entity, or otherwise subjected to discrimination by a public
entity, by reason of a disability."

B. The education of children with special needs .

Education for All Handicapped Children Act

Passed by Congress in 1975, this was the first special education law directed at
students with physical and mental disabilities. The law stated that public schools
must provide children with special needs with the same opportunities for education
as other children. It also required any public school that received federal funds to
provide one free meal a day for these children.

The mission of this act was to:

 make special education services accessible to children who require

them
 maintain fair and appropriate services for disabled students
 institute systematic evaluation requirements for special education
 endow federal resources to public schools for the education of disabled
students.

Individuals with Disabilities Education Act

 College of Teacher Education

The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and
is a modification of the Education for All Handicapped Children Act. This law ensures
that special needs students receive appropriate free public education in the least
restrictive environment necessary to meet those students’ needs. It helps students
receive the extra assistance they need but allows them to participate in the same
activities as children without special needs whenever possible.

No Child Left Behind

In 2001, the Elementary and Secondary Education Act, commonly known as the
No Child Left Behind Act, called for schools to be accountable for academic
performance of all students, whether or not they had disabilities. The act requires
schools in every state to develop routine assessments of students’ academic skills.

While it does not stipulate that these assessments meet a national standard, the
law does oblige each state to come up with its own criteria for evaluation. No Child
Left Behind provides incentives for schools to demonstrate progress in students with
special needs. It also allows for students to seek alternative options if schools are not
meeting their academic, social or emotional needs.

Students with Disabilities and Post-secondary School

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
forbid discrimination in schools based on disability. This applies to colleges and
universities as well as elementary, middle and high schools. Many students with
special needs go on to study at the post-secondary level, but the laws are slightly
different for post-secondary schools. The law does not require post-secondary
schools to provide a free appropriate public education to students, but it does oblige
schools to offer suitable academic adjustments and accessible housing to students
with disabilities.

Whether you’re a student with disabilities or you’re looking to teach children

with disabilities, it’s important to know special education laws. These laws preserve
the rights of students and their families and help integrate students with special
needs into society without segregating them. Although the laws differ slightly from
state to state, the acts passed by Congress help to standardize the treatment of
students with special needs across the country.
 College of Teacher Education

C. Participation of the home, parents and community in special education

activities.

Individualized Education Programs

The IDEA maintains that parents and teachers of children who qualify for special
education must develop an Individualized Education Program, or IEP, that helps
establish specific education for a child’s explicit needs. This requires caregivers to
meet initially to determine a child’s eligibility for an IEP and to come together
annually to develop and assess the educational plan.

The student’s educational strategy must be designated in writing and should

include an evaluation and description of the current academic status, measurable
goals and objectives, designation of an instructional setting and placement within
that setting and transition services for children aged 16 or older. An IEP gives parents
the right to dispute any issues with the school district through a neutral third party.

D. Communication of significant events.

 IDEA is the main law governing the education of students eligible for special
education and related services.
 IDEA has eight main principles—most notably that students who qualify for
special education services are to receive a free and appropriate public education
(FAPE).
 FERPA is a law that governs who can see documents and files related to students
in schools.
 Parents of students with disabilities have extensive rights to help ensure that the
education their child receives is appropriate.

PUBLIC POLICIES THAT SUPPORT INCLUSIVE EDUCATION

AND INTERNATIONAL LEGISLATIONS ON IE

Access to and Availability of Inclusive Education Article 24 of the CRPD, as well as

Article 28 of the CRC, asserts the right to education on the basis of equality of
 College of Teacher Education

opportunity for every child. The CRPD also emphasizes that this must be provided in
inclusive systems at all levels. It explicitly requires that children with disabilities are
not excluded from the general education system on the basis of disability. They are
entitled to inclusive, free and quality education on an equal basis with others in the
communities in which they live. The Committee on the Rights of Persons with
Disabilities has stressed that “...it is the entire process of inclusive education that
must be accessible, not just buildings, but all information and communication,
including ambient or frequency modulation assistive systems, support services and
reasonable accommodation in schools..... The whole environment of students with
disabilities must be designed in a way that fosters inclusion and guarantees their
equality in the entire process of their education.” Inclusion needs to be understood
as integral to the whole of the education system not just an add-on.

Inclusive education needs to be seen as one part of the wider goal of making
society more just and less discriminatory for all marginalized populations through
education delivery. It is not simply a technical or organizational change, but involves
a cultural and philosophical change of approach based on a commitment to respect
for every child, and recognition of the obligations of the education system to adapt
to accommodate and address her or his needs and rights. Consequently, legislation
across all public sectors should lead to the provision of services that enhance
developments and processes working towards inclusion in education.

In addition, the commitment to inclusive education must be elaborated in detail

in legislation so that obligations and accountability are explicit. This will support
government at the national and local levels to work towards a common approach
and be held accountable for ensuring its implementation for every child. Thus, for
example, provisions such as special education laws that establish separation among
students with and without disabilities need to be reviewed. Similarly, day-care
centers and other settings created to provide rehabilitative services exclusively to
children with disabilities, and which place an inappropriate emphasis on ‘changing
the child’ rather than creating an adaptive and inclusive education system, will need
revision.

Additional policy changes might be required to policies relating to, for example,
enrolment, curriculum, assessment, school governance human resources quality
assurance, self-evaluation, external evaluation, and inspection regimes.

Developments in legislative and policy reform

South Africa2
 College of Teacher Education

With the introduction of the policy on Inclusive Education, as published in

Education White Paper 6 of 2001, the Department of Education made a commitment
to ensure that all children would be welcomed in all schools and that they would be
supported to develop their full potential irrespective of their background, culture,
abilities or disabilities, their gender or their race. The concept ‘full-service/ inclusive
school’ was introduced to show how ordinary schools could transform themselves to
become fully inclusive centers of care and support.

It is intended that by 2021, 500 primary schools will have been converted to
become inclusive, special schools will be converted into resource centers, and
circuit-based and district-based support teams will be established. To date, 30
districts have support teams, teacher training and workshops have been provided,
30 schools have been provided with assistive devices and 10 mainstream schools
have been upgraded into model schools. One of the success factors was the learning
from the past that inclusiveness in society is the only way of living peacefully
together.

Thailand3

The Government of Thailand undertook extensive international research on

good practice in inclusive education internationally. As a result it committed to a
policy framework mandating inclusion of children with disabilities in mainstream
schools. The policy seeks to raise awareness of the right to education for all children
with disabilities and to introduce a clear mandate throughout the school system for
marginalised children. It introduced a National Special Education Plan, and a National
Education Act which protected the rights of people with disabilities − including the
right to education − under the constitution, followed by a new policy stating that
persons with disabilities must be provided with education opportunities to improve
their lives. Its effectiveness to date has been achieved through a process of
combining promising international practices with local values and priorities.

In 2005, the Vietnamese Government approved the country’s new education

law stating that learning is the right and obligation of every citizen and that every
citizen has equal rights of access to learning opportunities. In addition, compulsory
education includes both primary and lower-secondary levels and priority in resource
allocation for teachers, infrastructure, equipment and budget was to be given to
schools and classes that supported the learning of students with disabilities.5 As a
result of this policy, survey data from the Ministry of Education and Training in 2005
reported 32 per cent of 700,000 primary-school-age children with disabilities
 College of Teacher Education

attended classes in ‘regular’ schools, a significant advancement given that only 10

years previously there was only one lower-secondary school able to accept students
with disabilities. However, Vietnam continues to face educational challenges such as
inequity, teacher recruitment, quality instruction and small budgets.

Namibia Education Sector Policy on Inclusive Education

In September 2014, the Ministry of Education in Namibia launched a new policy

on inclusive education which aims to provide access, equity and quality education to
all children. Although the policy is aimed at ensuring that the education system
becomes inclusive, sensitive and responsive to the needs of all children, and that all
children receive education, it has a specific focus on children and young people who
have been, are, or are more likely to be, educationally marginalized, including
children with disabilities. The policy contains eight core strategies, each of which has
several specific measurable outcomes:

• Integrate the Sector Policy on Inclusive Education into all other legal
frameworks and policies of the education sector.
• Raise awareness of the constitutional right to education and foster attitudinal
change.
• Support institutional development by developing human and instructional
resources. • Review the National Curriculum for Basic Education to reflect the
diversity of learning needs of all learners.
• Widen and develop educational support services.
• Develop teacher education and training for paramedical and support staff.
• Strengthen and widen in-service training for stakeholders.
• Develop a mechanism for monitoring and evaluating the implementation of
the Sector Policy on Inclusive Education.

Right to Education Act India7

The Right to Education Act was passed in India in 2009. It guarantees every child
between the ages of 6-14 years, including those with disabilities, the right to free
and compulsory education at a neighbourhood school. No direct (school fees) or
indirect cost (uniforms, textbooks, mid-day meals, transportation) must be borne by
the child or the parents as a condition of obtaining elementary education. The
Government will provide schooling free-of-cost until a child’s elementary education
is completed. Its introduction marked a historic step in introducing a national
provision to ensure childcentred, child-friendly education to help all children develop
 College of Teacher Education

to their fullest potential. The legislation embodies a strong focus on promoting

equity for all children, requiring authorities to reach out to marginalised groups of
children, including those with disabilities. Furthermore it introduced an obligation on
schools to establish school management committees comprising local authority
officials, parents, guardians and teachers, of whom 50 per cent should be parents of
disadvantaged children. It also provides mechanisms of accountability through the
National Commission for the Protection of Child Rights, which has the responsibility
to review the safeguards for rights provided under this Act, investigate complaints
and have the powers of a civil court in trying cases. 

Bolivia has implemented a national programme of inclusion of persons with

disabilities.13 In so doing it has prioritized a commitment to enhance capacities of
local partners, provide access to high-quality education through the formal
education system and investment in community-based rehabilitation projects (CBR).
By 2013, it had reached out to more than 700 persons with disabilities and increased
access to mainstream education with far greater awareness of the meaning and
application of inclusive education. Its effectiveness as a programme derived from an
underpinning human rights-based approach, linking CBR with formal education, and
a focus on national government commitment to implementation of a national
programme on inclusive education.

Malawi has developed an integrated policy development for education of

marginalized children.14 Its goal is to develop a policy framework enabling inclusive
education. The Government is investing above average in building its education
system and is committed to international objectives, including that of inclusive
education. In 1996, it introduced legislation providing the right to protection in
education. It also has a national policy on equalization of opportunities for persons
with disabilities, and a national policy on special educational needs. Together, this
legislative and policy framework, which has also invested in building close co-
operation between NGOs and government, has been successful in encouraging
inclusive education and integrated non-formal education for out-of-school children.

Moldova

The Government of Moldova recognizes that policies to achieve de-

institutionalization and inclusive education need to work hand in hand. It is working
towards ensuring that all children have a chance to experience mainstream
education, regardless of their physical or intellectual abilities or financial difficulties,
and as part of the life of their families, mainstream schools and communities. It has
also recognized that inclusive education is helping to change the mindsets of
 College of Teacher Education

parents, teachers and people in the community, building a more understanding and
integrated society.

It has developed a regulatory framework in which children who are transferred

from institutions to live with families are placed within mainstream education. The
promotion of inclusive education is helping to change the wider system, thus having
the potential to improve the lives of thousands more children. In 2012, the
Moldovan Government approved the Inclusive Education Development Programme
for 2011-2020, developed with the support of the NGO Lumos, which reflects the
reform of education in Moldova.

The assessment of children who had been reunited with their families and
reintegrated into mainstream schools found that they have become healthier and
achieved better school results. Children who had been previously misdiagnosed with
intellectual disabilities now study together with their peers and get good and very
good marks. Most importantly, they feel happier.

PROCESS OF INCLUSION
College of Teacher Education

DIFFERENT TYPES OF DISABILITIES

AND THEIR CHARACTERISTICS
College of Teacher Education