A.

Prevalence of Children and Youth

with Special Needs
B. Range of Special Programs and Services
C. Inclusive Education for Children with
Special Needs (CSN)
• Goals and Objectives
• Legal Bases
• Definition
• Salient Features
• Inclusive Methodologies
• Support Services for CSN
1. The Special Education Center – “school
within a school” concept
2. The special class or self-contained class-
composed of pupils with the same
exceptionality or disability
3. Integration and mainstreaming programs-
composed of children and youth with and
without disabilities
4. Special day school- a comprehensive array
of service is available or arranged
5. Residential School- provides both special
and dormitory services for its students
Goal:
To provide all students with the
most appropriate learning
environments and opportunities
for them to best achieve their
potential.
Objectives:

 All children learn and reach their full

potential given opportunity, effective
teaching and appropriate resources.
 Programs will be offered to best meet
the individual needs of each child and
student within the school community.
Objectives:

 A student's program must address the intellectual,

learning, communication, social, emotional and
physical aspects of a child's development.
 “All students will have equitable opportunity to be
included in the typical learning environment.” (Alberta
Education 2010) This means educating children/students
with special supports and service needs in inclusive
settings is the first placement option, providing the
opportunity to participate in regular classrooms with
same-aged peers in their neighborhood school.
 The 1987 Philippine Constitution
 P.D. 603 - The Child and Youth Welfare
Code
 RA. 7610 – Special Protection of Children
against Child Abuse, Exploitation and
Discrimination Act
 R.A. 7277- The Magna Carta for PWDs
amended by R.A 9442
 Policies and Guidelines in Special
Education
 UN Conventions on the Rights of
the Child (1989)
 World Declaration on Education
for All (1990)
 UNESCO Salamanca Statement
and Framework for Action (1994)
Inclusion is the process by which a
school accepts children with
special needs for enrolment in
regular classes where they can
learn side by side with their peers.
The school organizes its special
education program and includes a
special education teacher in its faculty.
The school provides the mainstream
where regular teachers and special
education teachers organize and
implement appropriate programs for
both special and regular students.
Inclusive Education -- A process of
addressing and responding to the
educational needs of all learners,
regardless of ethnicity, sex, age,
disability, religion, sexual orientation, or
other protected characteristics.
Inclusive Education is a learning
environment where children with and
without disabilities are taught together,
as equals.
It involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which
covers all children of the appropriate
age range and a conviction that it is
the responsibility of the state to educate
all children.
 It embraces and respects diversity or
differences.
 It implements a multilevel,
multimodality curriculum.
 It prepares general and special
education teachers to teach
interactively.
 It provides continuous support for
teachers to break down barriers of
professional isolation.
 Reaching out to all learners
 Addressing and responding to diversity
of needs of all children, youth and
adults
 Involves changes and modification in
content, approaches, structures and
strategies
 PHILIPPINE MODEL of INCLUSION

1. Partial mainstreaming
towards inclusion
- students are educated in
regular classes at least
half the day
- receive additional help
or specialized services
- pull-out
 PHILIPPINE MODEL of INCLUSION

2. Full mainstreaming
or inclusion
- complete regular
instruction
- receive all special
services
in general classroom
1. Medical and Clinical Specialists
2. Assistive Devices
 Clinical Psychologists, School
Psychologists, Psychometrician for
psychological testing
 Medical doctor and dentist for a general
check-up of all children
 Ophthalmologist for all children
especially those with blindness and low
vision
 Otologist or Otolaryngologist for all
children especially those with hearing
loss, deafness, language and speech
disorders
 Neurologist and Child Psychiatrist for
children with intellectual disabilities, learning
disabilities, and emotional-behavioral
disorders
 Speech Therapist for all children with
language and speech problem
 Physical and Occupational Therapist for all
children especially those with physical
disabilities
 Interpreter for the deaf who communicates
verbal activities to deaf children through
speech reading, sign language and
gestures
 Orientation and Mobility Instructor who
teaches independent travel techniques to
blind children
Specialized instructional and learning materials
and equipment that enable children with
special needs to function efficiently. Some of
the assistive devices are:

• For blind students: braille writer, braille slate

and stylus, talking books, tape recorder,
embossed materials
• For low vision students: large print books,
large print typewriter, magnifying lenses
• For deaf students: individual hearing aid,
sign language book, speech trainer

• For children with intellectual disability:

teacher-made materials specific to the
Individual Education Plan (IEP) on the
functional curriculum and adaptive
behavior skills
• For children with physical disabilities:
mobility devices such as wheelchair, braces
and splints; adjustable desk, table and
chair; adapted computer system
“When inclusive education is fully embraced,
we abandon the idea that children have to
become ‘normal’ in order to contribute to the
world. We begin to look beyond typical ways
of becoming valued members of the
community, and in doing so, begin to realize
the achievable goal of providing all children
with an authentic sense of belonging.”
1. How can teachers provide equal
opportunities for all students within
their allocated classrooms?

2. In your own opinion, what are the

things that should be considered in
the implementation of inclusive
education?