FOUNDATION OF SPECIAL

AND INCLUSIVE EDUCATION

MIDTERM

JAMES R. VIDAD

Bachelor of Physical Education 3

MIDTERMS

2-3 Philosophical and Historical Bases

 Department of Education Order No. 72, s. 2009 The agency determined to practice IE in
Philippine basic education.

Special Education Act (Philippine Senate Bill 3002), which is supposed to determine the
practice of inclusion in general education schools, is still under review at the Philippine
senate. The continued delay of this bill’s passage into law and which standards should be
met in its implementation are issues that continue to defy definitive resolution.

In June 1994, representatives from 92 countries and 25 international organizations met at the
World Conference on Special Needs Education in Salamanca Spain to promote IE as a
global norm. The conference forged and adopted a framework of action that calls for
appropriate education for CSN in the general education setting. Arguing that inclusion and
participation are human rights, the UNESCO Salamanca Statement asserts that the general
education setting should be regarded as a venue of human development open to all
schoolchildren, regardless of their physical, emotional, and intellectual states. Inclusive
schools are expected to view various categories of differences as a matter of having unique
traits that distinguish individuals from each other. This entails teaching and learning that is
tailored according to the learner’s conditions.

Ø over 140 governments have formally expressed their support for the United Nations
Convention on the Rights of Persons with Disabilities (UNCRPD) for the implementation of
inclusion policies. IE has become the goal of the United Nations Children’s Fund (UNICEF),
the United Nations Education, Science, and Cultural Organization (UNESCO), and other
similar organizations.
Ø The UNESCO continues to push for the institutionalization of inclusionary practices in
more countries with the publication of, The Right to Education for Persons with Disabilities:
Towards Inclusion. Inclusion International also joined the movement toward inclusion by
publishing Better Education for All: A Global Report. Since the promotion of IE in various
countries, scholars who have studied its implementation have found that not many school
personnel consider this a purely positive development. While the practice of IE is
predominantly cognizant of the learners’ individual differences, inclusive school personnel,
together with the parents of CSN and other professionals, are expected to prepare
individualized education programs (IEPs) that suit the unique needs of CSN in a general
education school. The whole process of IEP preparation poses a gargantuan challenge to the
major stakeholders.

Ø The UNESCO Convention against Discrimination in Education (2008) and other

international human rights treaties prohibit any exclusion from or limitation to educational
opportunities on the bases of socially ascribed or perceived differences, such as sex, ethnic
origin, language, religion, nationality, social origin, economic condition, ability, etc.
Education is not simply about making schools available for those who are already able to
access them. It is about being proactive in identifying the barriers and obstacles learners
encounter in attempting to access opportunities for quality education, as well as in removing
those barriers and obstacles that lead to exclusion (United Nations Educational Scientific
Cultural Organisation [UNESCO], 2013)

Ø Inclusion, or organised placement of children with disabilities in mainstream classrooms,

has certainly been one of the major topics in education for the last two decades. However, it
was not until quite recently that teachers’ attitudes towards inclusion of children with special
educational needs (SENs) became the focus of extensive research (Dapudong, 2013).
Ø “Special Education Process”. begins with the classroom teacher’s attempt to help the
student address his or her learning difficulties. If the teacher’s solutions fail, the matter is
brought to a team that will likewise try to address the student’s learning difficulties.

The team

ü —referred to as the “Student Study Team”

ü “Child Study Team”,

ü “Student Success Team”

consists of the following:

· school principal or a representative;

· teacher of student with learning problem;

· parent of the same student;

· special education expert;

· school psychologist; nurse; and other professionals, if necessary.

Ø The team studies evidence of the student’s problems (i.e., sample of student work) before
offering solutions. If the proposed solutions later prove to be ineffective, the CSN is
recommended for assessment to determine if he or she is eligible for special education
services. If the student is eligible

Ø a one-year Individualized Educational Program (IEP) is prepared and this is modified

whenever necessary.

Ø Parents then are notified of the learning progress of their child, who will then be re-
assessed every three years to determine if he or she is still in need of continued special
education services.

TIMELINE
B. Principles, Policies and Dimensions

1. TIMELINE – Key developments associated with the Philippine Practice of Inclusive Education

TIMELINE OF INCLUSIVE EDUCATION and ITS LEGAL BASES in the Philippines

·         1907 Insular establishment of the Deaf and the blind School in the country

·         1927 – Special Schools set up for Categorical Disabilities

·         1953 – School for Celebral Palsy

·         1956 – Baguio Vacation Normal School (formal training was given)

·         1960 - SPED schools in the country

·         1962 – School for Behavioral Problems and Chronic Illnesses

·         1974 – PD 603

·         1977 -  PD 1139 Creation of the position Undersecretary for Non-Formal Education

·         1983 – BP344 Accessibility Law

·         1987 - Constitution

·         1989 – Proclamation 480

·         1990 – World Proclamation For All

·         1992 – Magna Carta for Disabled Persons

·         1994 – Salamanca Statement on the Education of Children with Disabilities

·         1996 – Four Pillars of Learning

·         1997 – DO 26 s. 1997

·         1997 – RA 8371

·         2000 – The Dakar Framework for Action Education for All

·         2001 – RA 9155

·         2004 – EO 356 ALS

·         2006 – UN Convention on the Rights of PWD

·         2006 – EFA 2015 National Action Plan

·         2007 – UN Declaration on indigenous Peoples Rights

·         2008 – 4Ps

·         2009 – DO 72 S. 2009

·         2009 – Mother Tongue Institutionalization (MLE)

·         2010 – DO 22 s. 2010

·         2011 – DO 62, s. 2011

·         2011 – DO 103, s. 2011

·         2012 – RA 10157

·         2012 - DO 83, s. 2012

·         2013 – RA 10533

2.Philippine Inclusive

 
 

Summarized Illustration of Inclusive Education in the Philippines based on DepEd Order No.021, s.
2019

 
 

1.    Interventions

1.1         school to school interventions

 
 

1.2         Peer-Mediated Interventions

1.3         Co-Teaching

 
 

1.4         Station Teaching

1.5         Assessment Response to Intervention

 
 

1.6   Integration of Services

 
 

1.7         Overcoming Risks

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