Written Report in Foundations of Special and Inclusive Education

TOPIC: Process of Inclusion- Philippine Model

I. OBJECTIVES

At the end of the lesson, the students shall have;

 Understand the process of inclusion in the Philippines

 Explain the Philippine model of Inclusion in the learning of the students
 Discuss the importance of Inclusion of the Philippine model.

II. INTRODUCTION
The right to education is a basic human right where all students should have access to
quality education despite the lingering differences and special needs. It is adequate that
inclusive education was implemented and the process of inclusion to remove the barriers
among students and create a learning environment where there is no deviance between those
children who has special needs.

III. BODY/ CONTENT

Ensuring that each individual has an equal opportunity for educational progress, the
Department of education has adopted the policy of Inclusive education. As defined by UNESCO,
inclusive education is a process of addressing and responding to the diversity of needs of all
learners through increasing participation. This means, inclusive education is an education for all
where no children is left behind or deprived of education because of the differences or special
needs they have. It is a learning environment where children with or without special needs are
taught together in one classroom equally, as students that is after the learning and knowledge.
With inclusive education, inclusion takes an important step in making a right direction to make
sure that all students, regardless of differences and needs are present in the same classroom. It
is in line with UNESCO’s view of inclusion which is further stated as, “inclusion is a dynamic
approach of  responding positively to pupil diversity  and of seeing individual differences not as
problems, but as opportunities for enriching learning.” Therefore, it involves a modification of
the curriculum content that covers the range of all the students in one classroom set-up.
Additionally, it is the identification and removal of barriers between the different students and
the curriculum as the Department of Education and the institutions are gathering ways and
planning to improve the practices and policies of an inclusive education.

The Department of Education Yolanda J. Quijano, defined Inclusion as a (a) process of

reaching out to all learners (b) addressing and responding to diversity of needs of all children,
youth and adults and lastly, (c) it involves changes and modification in content, approaches,
structures, and strategies. Similar to all the definition given by the different institutions,
inclusion is a process that focuses on the improvement and removing of barriers between
diverse students.

Process of Inclusion by Yolanda J. Quijano

 Figure 1.

The figure above shows the process of inclusion by Deped undersecretary Quijano
where it starts with education system that has the full responsibility to ensure right to
education. It is because the main goal of education is to provide a better and promising
educational set-up and learning to all the learners. And this system should start with assessment
of children with disabilities that involves specialists, such as: speech therapist, physical therapist,
neurologist, special education and regular teachers, parents, tools: formal and informal and a
process of gathering and synthesizing data and making recommendations. This assessment is
needed for them to know what special needs the learner has and what attentions they need.
Results of assessment lead to the provision of support services in terms of personnel and
equipment, assistive devices and learning resources. And those are the support system they
need other than of the specialist, friends and families. To make this program effective, the SPED
teachers should be equipped to handle diversity through flexible modified curriculum,
remediation and enrichment and involvement of peers, parents and the community. This
modification of curriculum involves:
 Adaptation – curriculum for learning disability. Adapted Curriculum prepares
you to teach students with developmental and intellectual disabilities and
autism. Throughout your time in the program, you will gain experience working
exclusively with children with severe disabilities. It modifies the presentation of
the curriculum or the students’ engagement with the curriculum.
 Augmentation- eg: curriculum for the blind, hearing impaired, children with
autism, ADHD, intellectual disability; it enhance metacognition and
 metapresentation (the capacity of a mind to represent “a higher-order
representation with a lower-order representation embedded within)
(learning how to learn: thinking about thinking; thinking about how people
think).
 Alteration- it happens for the post elementary or post-secondary, eg: transition,
functional academic - the obligations of a postsecondary school to provide
academic adjustments, including auxiliary aids and services, to ensure the
school does not discriminate on the basis of disability.
After which, is the remediation that uses activities, techniques, and practices to eliminate
weaknesses or deficiencies that the slow learner is known to have in a certain classroom. It is a
educational program that help the students who are left behind to cope up with the
performance of other students. Next is responsive child friendly school should prevail. It entails
a professional environment where there is collaboration and team teaching of school staff with
active support from administrators and supervisors.

PHILIPPINE MODEL IN INCLUSION

The Philippine model of inclusion entails that in a regular class there are always the support of
SPED either to SPECIALthe students or to the regular teachers to continue guiding the students
with special needs especially if they are entering a regular class.
Functions of SPED center as the resource center for Inclusion
 Conduct continuous assessment of children with special needs
 Provide in-service training to school personnel on “why” and “how” of creating
inclusive school as well as other educational trends.
 Produce appropriate teaching materials
  Support children with special needs in the regular classroom.

However there are different instructional program included in the Philippine model on where
the parents wish to enroll their child with the guidance of professionals to determine what
certain program is essential for their child. The following are the program as spearheaded in the
Philippine Model of Inclusion

 Special Class – it is a separate class for only one type of exceptionality which serves
moderate to severe types of disabilities. A special class is a class consisting of students
with disabilities who have been grouped together because of similar individual needs so
that they can receive specially designed instruction. In special classes, the content,
methodology, or delivery of instruction is adapted to ensure the student has access to
the general curriculum and the opportunity to meet the educational standards that
apply to all students. Special class services serve students with disabilities whose needs
cannot be met within a general education class, even with the use of supplementary
aids and services. Students in special classes participate in the general education
curriculum, with accommodations and supports, unless otherwise specified on
their IEPs. This allows students in special classes to have access to, and make progress
in, the general education curriculum. 
 Integration/Mainstreaming – refers to the enrolment of a child with special needs in a
regular class with support services.
There are two degrees of integration:
o Partial Integration
o Full Integration.

Partial Integration/Mainstreaming - a child with special needs enrolled in a special class is

integrated with regular children in non-academic activities like work education, physical
education, arts, school programs, etc. then gradually integrated in the academic subjects if
qualified.

Full Integration/Mainstreaming - a child with special needs sits in the regular class in all
academic and non-academic subjects.
- receive all special services in general classroom

 Inclusion – all children with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education within the regular
education classroom.

III. ASSESSMENT
Direction: Create a concept map that will show your understanding on the Inclusion process and
the Philippine Model of Inclusion each concept should have a brief explanation. The concept
map will be graded using a rubric.
BARTELS’ SCORING RUBRIC FOR CONCEPT MAPS
CONCEPTS AND 3 POINTS 2 POINTS 1 POINT NO POINT
TERMINOLOGY

Shows an Makes some mistakes Makes many Shows no

understanding of in terminology or mistakes in understanding of
the topic’s shows a few terminology and the topic’s
concepts and misunderstandings of shows a lack of concepts and
principles and concepts understanding of principles
uses appropriate many concepts
terminology and
notations

KNOWLEDGE OF THE 3 POINTS 2 POINTS 1 POINT NO POINT

RELATIONSHIPS Identifies all the Identifies important Makes many Fails to use any
AMONG CONCEPTS important concepts but makes incorrect appropriate
concepts and some incorrect connections concepts or
shows an connections appropriate
understanding of connections
the relationships
among them

ABILITY TO 3 POINTS 2 POINTS 1 POINT NO POINT

COMMUNICATE Constructs an Places almost all Places only a few Produces a final
THROUGH CONCEPT appropriate and concepts in an concepts in an product that is
MAPS complete appropriate hierarchy appropriate not a concept
concept map and and assigns linking hierarchy or uses map
includes words to most only a few linking
examples; places connections; produces words; produces
concepts in an a concept map that is a concept map
appropriate easy to interpret that is difficult to
hierarchy and interpret
places linking
words on all
connections;
produces a
concept map that
is easy to
interpret

IV. CONCLUSION

To provide a better quality education, the Department of education are continuously

creating and giving support in providing the necessary involvements and interventions to
accommodate all the learners to have a quality education and even includes children with
exceptionalities through the SPED program. As this Program ensures that all students with
special needs will receive an access of quality education and they will not be separated from the
regular class. As the interventions made include different programs to where the children should
enroll it is a good step for them to blend with other students as learners who wanted to learn
and not as an outcast. This shall also promote the quality relationship among the learners in one
classroom even with or without special needs. Additionally, this program shall not only inculcate
the quality of education but will also show a result on students personal lives where it built their
self- esteem and creates positive attitudes and social interactions among children. It will
gradually eliminate the prejudices against people with special needs.

V. SUMMARY

As the UNESCO’s view for inclusion is to eliminate the gap and barriers among learners
with and without special needs and to provide an inclusive education for all, the Department of
Education adopted the policy of Inclusive Education, they develop a model of educational
programs that foster the inclusive education here in the Philippines and this is called as the
Philippine Model of Inclusion. This model encompasses the different programs and the function
of SPED center in the education where the programs are done in a regular classroom basis as
support to the process of inclusion. The programs includes the special class,
integration/mainstreaming and lastly is the inclusion. However, before it even took place, the
process of inclusion where first presented determining the vision of the inclusive education and
the ways on how to properly implement the program and how does the professionals and
institutions provides the needs of all the learners in one classroom set-up providing the diversity
within. Thus, the process of inclusion also provides the training of teachers into the different
curriculum. These are curriculum adaptation, augmentation, and alteration which study and
understand the needs of children with special needs and intellectual disabilities. In this process
of education, support system not only from the government and professionals are needed but
also from family and friends that will encourage the children to continue to aspire and inspire
and achieve the ultimate goal- education.

VI. REFERENCE

United Federation of Teachers. (n.d.) Special Classes. Retrived, March 22, 2021 from
https://www.uft.org/teaching/students-disabilities/special-classes
https://www.bing.com/search?q=Unesco+define+Inclusion+as&FORM=HDRSC1
Inclusive Education the Philippine Perspective. Retrived, March 22, 2021 from
https://www.slideserve.com/vanna/inclusive-education-3a-0bthe-philippine-
perspective
https://www.sunstar.com.ph/article/128141/Business/DepEd-ensures-inclusive-education-for-
learners-with-special-needs
https://prezi.com/kw-btgurrent/the-philippine-model-in-inclusion/