Instructional Module: Republic of The Philippines Nueva Vizcaya State University Bayombong, Nueva Vizcaya

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROF ED 104-1ST-SEM-2021-2022
College: __Teacher Education

Campus: _____Bambang____
DEGREE PROGRAM BSED COURSE NO. PROF ED 104

SPECIALIZATION SOCIAL STUDIES COURSE TITLE FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
YEAR LEVEL THIRD YEAR TIME FRAME 6 WK NO. 3 - 4 IM NO. 2
Hours
I. UNIT TITLE/CHAPTER TITLE
DEFINITION, GOALS, AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION
II. LESSON TITLE
1. Inclusive Education in the Philippines

1.1 Definition
1.2 Inclusive Education in the Philippines
1.3 Salient Features of Inclusive Education
1.4 Needs and Importance of Inclusive Education
1.5 Vision, Mission, Goal and Objective of Special and Inclusive Education
1.6 Scope Special and Inclusive Education
2. Inclusive Education in Other Countries
2.1 Individuals with Disabilities Education (IDEA) Act - United States of America
2.2 Other Countries Supporting special and Inclusive Education
III. LESSON OVERVIEW
This module delves into the ideas of inclusive education and special education. It also included
the Department of Education's vision, mission, goal, and objective for special education. This module
also expands on the scope of special education. Furthermore, it explains how various countries around
the world support inclusive education.
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students should be able to:

1. demonstrate an in-depth understanding of concepts related to inclusive and special education that
promote supportive environments to diverse learners (like inclusion, integration, mainstream,
transition, etc.) as indicated in the DepEd Inclusive Education Policy;
2. demonstrate knowledge of responsive special and inclusive education program for diverse learners;
and
3. compare and contrast inclusive education in the Philippines with that of international standards.
V. LESSON CONTENT
1. Inclusive Education in the Philippines
1.1 Definition
Inclusion describes 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 (Inciong et. al, 2007.)
“In accordance with section 185. Fair Use of a Copyrighted Work of Republic Act 8293, the copyrighted works included in this material
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Inclusive education (IE) is a new approach towards educating the children with disability and
learning difficulties with that of normal ones within the same classroom. It seeks to address the learning
needs of all children with a specific focus on those who are vulnerable to marginalization and exclusion.
It implies that all learners – with or without disabilities – can learn together through access to common
schools and community educational settings, as well as an appropriate network of support services. This
is only possible in a flexible education system that considers the needs of various types of learners and
adapts to meet those needs.
Inclusive Education addresses the diverse needs of all learners by reducing barriers inside
schools. It is a process of strengthening the educational system's capacity to reach out to all learners.
This educational approach gives all students more chances for academic and social success. This
includes participation in a wide range of social, recreational, arts, sports, music, day care and afterschool
care, extra-curricular, faith-based, and other activities.
According to inclusive education, all children, regardless of the nature and degree of their
disability, should be educated in general schools along with non-disabled children. Schools and
classrooms are built on the premise that students with disabilities can be as competent as students
without disabilities with the right amount of support. Inclusive systems value the unique contributions
students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the
benefit of all.
“The central message is simple: Every learner matters and matters equally.”
According to Mikael L Chuaungo (n.d.), there are two types of Inclusive Education:
1. Partial Inclusion - The majority of the day, children with disabilities are educated in regular
classrooms. They leave their regular classrooms for the rest of the day to work on individual
academic skills or behavioral goals with their special education teacher aide in a resource
room.
2. Full Inclusion - Because of a skill that he requires exclusively, a child must be isolated. It
means that students with special needs receive all of the special services they require in a
regular classroom setting and remain there throughout the day.
1.2 Inclusive Education in the Philippines – An overview
There are 1.4 million people with disabilities (PWD), accounting for 1.57 percent of the 92.1 million
people in the Philippines 2010. One in every five (20%) PWDs are school-aged children and adolescents
aged 5-19 years, with children aged 10-14 years accounting for the highest proportion across all age
groups (7.2 %).
In 2008, a study commissioned by Disability Rights Promotion International (DRPI) and the
National Federation of Organizations of People with Disabilities in the Philippines revealed that the rights
of a disproportionate number of PWDs were regularly violated across the country. They face
discrimination and other barriers that prevent them from fully participating in society, gaining immediate
access to health care, being included in the educational system, and finding gainful employment.
Numerous research studies have shown that social and physical barriers play a significant role in
disability, rendering PWDs disabled by society rather than their bodies, thereby shifting the view of
disability from a "medical model" to a "social model" (WHO, 2011). According to consistent evidence,
Article 1 of the United Nations Convention on the Rights of Persons with Disabilities (UN CPRD) defines
persons with disabilities as "those who have long-term physical, mental, intellectual, or sensory
impairments that, in interaction with various barriers, may impede their full and effective participation in
society on an equal basis with others."
The World Health Organization's International Classification of Functioning, Disability, and Health
(WHO ICF) defines disability as "complex, dynamic, multidimensional, and contested," and it
"understands functioning and disability as a dynamic interaction between health conditions and
contextual factors, both personal and environmental" (WHO, 2011). The ICF adopted the “bio-psycho-
social model” representing “a workable compromise between medical and social models. Disability is the
umbrella term for impairments, activity limitations and participation restrictions, referring to the negative
aspects of the interaction between an individual (with a health condition) and that individual’s contextual
factors (environmental and personal factors).” (WHO, 2011)
This shift in perspective influenced policy direction both globally and in our country. As a United
Nations member state, the Philippines reaffirmed the global Programme of Action Concerning Disabled
Persons in promoting full participation and equalization of opportunities for PWDs. This paved the way
for the passage of Republic Act 7277, also known as the Philippine Magna Carta for Disabled People, in
1992. The law identifies and protects the rights of people with disabilities, including the right to a good
education. The law also guarantees the protection of this right and prohibits discrimination against people
with disabilities.
In addition, the country signed and ratified the UN Convention on the Rights of Persons with
Disabilities (CRPD) in 1998, becoming the 23rd country to commit to fully implementing the Treaty's
provisions. According to the Convention, PWDs have the right to inclusive education at all levels,
regardless of age, without discrimination and on the basis of equal opportunity. State Parties should
specifically ensure that:
֎ children with disabilities are not excluded from free and compulsory primary education, or from
secondary education;
֎ adults with disabilities have access to general tertiary education, vocational training, adult
education and lifelong learning;
֎ persons with disabilities receive the necessary support, within the general education system, to
facilitate their effective education; and
֎ effective individualized support measures are put in place to maximize academic and social
development.
States Parties should take appropriate measures, such as:
֎ endorsing the learning of Braille, alternative script, augmentative and alternative modes, means
and formats of communication and orientation and mobility skills, and facilitating peer support and
mentoring;
Figure 1. The Braille Alphabet

Source: https://www.pharmabraille.com/pharmaceutical-braille/the-braille-alphabet/
֎ supporting the learning of sign language and promoting the linguistic identity of the deaf
community;
֎ advocating that education of persons, particularly children, who are blind and/or deaf, is delivered
in the most appropriate languages and means of communication for the individual; and
֎ employing teachers, including teachers with disabilities, who are qualified in sign language and/or
Braille, and to train education professionals and staff about disability awareness, use of
augmentative and alternative modes and formats of communication, and educational techniques
and materials to support persons with disabilities.
In the Philippines, the adoption of an Inclusive Education (IE) approach in the heart of the
country’s educational system is mandated by the 1987 Philippine Constitution, the Child and Youth
Welfare Code (PD 603), the Special Protection of Children Against Child Abuse, Exploitation and
Discrimination Act (RA 7610), the Early Years Act (RA 10410) , the Enhanced Basic Education Act (RA
10533), the Magna Carta for Disabled Persons amended by RA 9442 (RA 7277), and the Policies and
Guidelines in Special Education. In the same manner, the country is signatory to international documents
adopting IE such as, the UN Conventions on the Rights of the Child (1989), World Declaration on
Education for All (1990), Incheon Strategy to make the Rights Real for PWDs in Aisa and Pacific, and
the UNESCO Salamanca Statement and Framework for Action on Special Needs Education (1994).
The fundamental human right of the younger generation to education is at the heart of IE. Inclusion
in education is defined as "a dynamic approach to positively responding to pupil diversity and viewing
individual differences as opportunities for enriching learning rather than problems" (UNESCO, 2005).
Inclusion is defined as the process of addressing and responding to all learners' diverse needs
by increasing participation in learning, cultures, and communities while decreasing exclusion within and
from education. It entails changes and modifications in content, approaches, structures, and strategies,
with a shared vision that includes all children of the appropriate age range and the conviction that it is the
responsibility of the regular system to educate all children (UNESCO, 2005).
UNESCO Guidelines for Inclusion has also identified the four (4) key elements of inclusion:
֎ inclusion is a process;
֎ inclusion is concerned with the identification and removal of barriers;
֎ inclusion is about the presence, participation, and achievement of all students;
֎ inclusion involves a particular emphasis on those groups of learners who may be at risk of
marginalization, exclusion or underachievement.
As part of the country's commitment to inclusive education, there are annual activities for
learners with disabilities which is presented in the Revised Handbook of Learners with Special
Educational Needs (2018). REVISED-Finalized-HANDBOOK-OF-LSEN-AS-JANUARY-10-2018.pdf
ANNUAL ACTIVITIES FOR LEARNERS WITH SPECIAL NEEDS

MONTH ACTIVITIES
January Autism Consciousness Week
February National Down Syndrome Consciousness Month
Intellectual Disability Week
March Women of Disabilities Day
July National Disability Prevention and Rehabilitation Week
Celebration
August White Cane Safety Day
Brain Attack Awareness Week
September National Epilepsy Awareness Week
Cerebral Palsy Awareness and Protection Week
October National Attention Deficit Hyperactivity Disorder Awareness Week
November Deaf Awareness Week Celebration
December National Day of Persons with Disabilities in the Philippines
The Department of Education launched Inclusive Education as a Strategy for Increasing

Children's Participation Rate on July 6, 2009.
1.3 Salient Features of Inclusive Education
Inclusion entails establishing and maintaining welcoming classroom communities that embrace
and respect diversity and differences. Teachers and students work together to understand individual
differences and foster a respectful environment. Inclusion employs a multilevel and multimodal
curriculum. This means that students with special needs follow an adapted curriculum and use special
devices and materials to learn at their own pace.
Inclusion prepares both regular and special education teachers to teach in an interactive way.
The classroom model in which one teacher teaches an entire group of children on their own is being
replaced by structures in which students collaborate, teach one another, and actively participate in class
activities. Students tend to learn along with and from one another rather than compete with one another.
Inclusion offers continuous support to teachers in breaking down barriers of professional isolation.
The hallmarks of inclusive education are co-teaching, team teaching, collaboration and consultation and
other ways of assessing skills and knowledge learned by all the students.
1.4 Needs and Importance of Inclusive Education
1. Differentiated Instruction: All students learn in different ways, and their individual needs must be met.
This is especially important for students with special needs. Teachers meet the needs of all students
by presenting lessons in a variety of ways and implementing Universal Design for Learning (UDL).
Breaking students into small groups is an important teaching strategy. Teaching can be tailored to
each student's preferred learning style by using small groups.
2. Reduced Stigma: Stigma is a strong feeling of disapproval that most people in a society have about
something. People with disabilities are stigmatized in developing countries. Diverse students abound
in inclusive classrooms. This allows students to discuss how everyone learns in their own unique
way, allowing them to gain a better understanding of each other's strengths and weaknesses. They
may discover that they have more in common with other children than they previously believed. This
can help students with learning and attention problems feel less stigmatized. It can also aid in the
formation and maintenance of friendships. Inclusion in schools goes a long way toward reducing
society's negative perceptions of disabled people.
3. Effective Use of Resources: In more traditional special education settings, many students are
provided related services, like speech therapy or for other specialized instruction. An inclusion class
often brings speech therapists, reading specialists and other service providers into the classroom.
These professionals can provide information and suggestions to help not just disabled students, but
also to abled students. A non-inclusive classroom usually has the usual subject teacher that don’t
provide anything special to the students.
4. Basis for Inclusive Society: A society that embraces and integrates inclusive education will
inadvertently instill the same culture of inclusion in its concepts of civic participation, employability,
and community relationships. Inclusion seeds must be planted in young students so that they will
learn the values, skills, and knowledge necessary to include others who are different from them.
Disabled people can be pioneers of public projects and programs.
5. Human Resource Capitalization: If one of the motives for improving women's education was to make
the best use of a country's labor force, the same logic can be applied to students with disabilities.
Disabled people, like any other minority group, can achieve their full potential with additional support.
A country can expand its workforce by creating individuals who are disabled due to unfortunate
circumstances but are fully able and functional in productivity through inclusion policies in the
education system.
6. Better Academic performance: According to research, students learning together in the classroom
improves academic excellence. Because of the presence of others with a variety of abilities, students
set higher expectations for themselves. Students with disabilities set a high standard for themselves
in order to perform optimally like their classmates, while other students set a high standard for
themselves on their own.
7. Development of leadership skills: In an inclusive education environment, students naturally learn to
take on the responsibility of caring for one another. In some cases, students will stand up and speak
up to protect their bullied friends. This can naturally lead to leadership abilities. The school
environment also promotes self-discovery, as students with varying abilities find themselves
performing roles and functions that they would not have been exposed to if they had been separated.
8. Parental Involvement: In an inclusive system, parents' involvement in their children's education can
ultimately define its success. Inclusive education entails devising novel and strategic methods of
involving and attracting parents' attention in the learning process. In an inclusive system, the process
of creating educational content and other learning activities ensures a significant contribution from
parents during the planning stage. Parents can participate actively in their children's education and
other school activities. Parents enjoy watching their children perform in events such as debate, quiz
competitions, sports, and other programs. It also encourages parents to become more involved in the
school program, which leads to a greater commitment to the school.
9. Building Self Esteem and Self Worth: Attending classroom settings that depict the true nature of the
world's similarities and differences helps children appreciate diversity. It is critical that a child's
education exposes him or her to the reality of the world outside of the environs of an academic setting.
Playing and learning alongside other children of various cultures and abilities helps children grow in
understanding people who have unique skills due to physical, social, or other challenges. When
children are allowed to play with one another without segregation, a culture of respect for one another
develops.
10. Economical: Most developing countries, including India, face a funding crisis in education. There is a
scarcity of both schools and teachers. By converting schools into inclusive schools, we not only save
the cost of building a new facility, but we also get to keep the experienced staff. However, the existing
workforce will require additional training, which, despite the additional cost, will be more cost effective
in the long run.
1.5 Vision, Mission, Goal and Objective of Special and Inclusive Education
Children and adolescents with special needs have always been acknowledged as legitimate
beneficiaries of the Philippine government's basic education reforms education. For almost a century
now, the Department of Education has provided the broad framework and standards for establishing and
maintaining special education programs in both public and private schools across the country through its
Special Education Division. Over the last few decades, there has been a steady development of programs
for a diverse range of exceptional children and youth. Similarly, special education professionalization is
being pursued through teacher and administrator training programs. Bold moves are undertaken to:
1. Promote access, equity, and participation of children with special needs education in the
mainstream of basic education;
2. Improve the quality, relevance and efficiency of special education in schools and communities;
and
3. Sustain special education programs and services in the country.
Vision for Children with Special Needs
The Department of Education clearly states its vision for children with special needs in
consonance with the philosophy of inclusive education, thus: “The State, community and family hold a
common vision for the Filipino child with special needs. By the 21st century, it is envisioned that he/she
could be adequately provided with basic education. This education should fully realize his/her own
potentials for development and productivity as well as being capable of self-expression of his//her rights
in society. More importantly, he/she is God-loving and proud of being a Filipino.
It is also envisioned that the child with special needs will get full parental and community support
for his/her education without discrimination of any kind. This special child should also be provided with a
healthy environment along with leisure and recreation and social security measure” (Department of
Education Handbook on Inclusive Education, 2000).
Policy, Goal and Objectives of Special Education
The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to
education among children and youth with special needs. Inclusive education forms an integral component
of the overall educational system that is committed to an appropriate education for all children and youth
with special needs.
The goal of the special education programs of the Department of Education all over the country
is to provide children with special needs appropriate educational services within the mainstream of basic
education. The two-pronged goal includes the development of key strategies on legislation, human
resource development, family involvement and active participation of government and non-government
organizations. Likewise, there are major issues to address on attitudinal barriers of the general public
and effort towards the institutionalization and sustainability of special education programs and services.
Special education aims to:

1. provide a flexible and individualized support system for children and youth with special needs
in a regular class environment in schools nearest the student’s home,
2. provide support services, vocational programs and work training, employment opportunities
for efficient community participation and independent living,
3. implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college, and
4. make available an array of educational programs and services: the Special Education Center
built on a “a school within a school concept” as the resource center for children and youth with
special needs; inclusive education, hospital instruction and community-based programs;
alternative modes of service delivery to reach the disadvantaged children in far-flung towns,
depressed areas and underserved barangays.
The past decades saw the continuous development of special education programs for a wide
range of exceptional children and youth: those with intellectual disability, giftedness and talent, blindness,
deafness, language and speech disorders, crippling conditions, behavior problems, severe disabilities
and physical impairments. The then Philippine Normal college and the University of the Philippines, both
state tertiary institutions, continue to work hand in hand with the Department of Education to enhance the
professionalization of special education through their teacher training programs.
1.6 Scope Special and Inclusive Education
The core principle of K–12 Basic Education is Inclusive Education Program. This promotes the
right of every Filipino to a basic education that is of high quality, equitable, culturally relevant, and
comprehensive. Through inclusive education, all Filipinos will realize their full potential and contribute
meaningfully to the nation's development.
The inclusiveness of the K to 12 Education is also expressed through existing programs such as
Special Education (SPEd), Indigenous People’s Education (IPEd), Madrasah Education, and Flexible
Learning Options (FLO) including Alternative Delivery Modes (ADM) and Alternative Learning System
(ALS), which addresses the needs of particular learners.
The principle of inclusion promotes institutional sensitivity and responsiveness nature, situation,
and realities of our country’s learners and directs the Department to proactively address these through
the curriculum and the said programs.
a. Multigrade Education
One of the continuing initiatives of the Department of Education (DepEd) along its thrust of
increasing access to quality elementary education is strengthening the implementation of the Multigrade
Program in the Philippine Education (MPPE). A multigrade may consist of two or more different grade
levels inside a single-grade classroom handled by one teacher for an entire school year.
Multigrade Education Program addresses pressing concerns and issues on the provision of
customized teaching and learning materials for multigrade classes and professional development of
teachers.
b. Special Education (SPED)

This Special Education Program specifically aims to enhance access and upgrade the quality of
SPED programs and services, as well as to raise the efficiency of education services directed towards
all recognized SPED Centers for elementary and secondary schools with classes for learners with special
needs. The ultimate goal of SPEd is the inclusion of children with special needs into the regular school
system and eventually, in the community.
c. Madrasah Education (MEP)

The Madrasah Education Program (MEP) aims to provide the Muslim learners with appropriate
and relevant educational opportunities within the context of their cultures, customs, traditions and
interests through the integration of the Arabic Language and Islamic Values Education (ALIVE) program
in the basic education curriculum so that the Muslim citizens shall have the intellectual and educational
capacity to participate actively in the social, economic and political endeavors of the country. Typically, a
madrasah provides young Muslims with a religious foundation in Qur'anic recitation and Islamic values.
d. Indigenous Peoples Education (IPEd)

The Indigenous People’s Education (IPEd) Program is DepEd’s response to the right of
Indigenous People (IP) to basic education that is responsive to their context, respects their identities, and
promotes their indigenous knowledge, skills, and other aspects of their cultural heritage.
Additionally, the IPEd Program supports the realization of the K to 12 Basic Education Curriculum,
which subscribes to the following standards and principles that are: inclusive, culture-sensitive, and
flexible enough to enable and allow schools to localize, indigenize, and enhance based on the
community’s educational and social context. The program shall extend its support through these four (4)
thematic foci areas, namely, (a) curriculum and learning resources development; (2) capacity building;
(3) knowledge management, and, (d) education planning for IPEd.
e. Alternative Learning System (ALS)

It is a parallel learning system that offers a practical alternative to formal education. ALS is an
alternative or substitute for those who do not have or cannot access formal education in schools.
Alternative Learning System is a program aimed at providing an alternative path of learning for
the out-of-school youth and adults who are basically literate but have not completed 10 years of basic
education as mandated by the Philippine Constitution. Through this program, school dropouts will be able
to complete elementary and secondary education outside the formal system. With its version 2.0, it aims
to provide opportunities for Out-of-School youth and adult (OSYA) learners to develop basic and
functional literacy skills and to access equivalent pathways in completing basic education.
f. Alternative Delivery Mode (ADM)

Alternative delivery mode refers to the nontraditional education program recognized by the
Department of Education (DepED) which applies. a flexible learning philosophy and a curricular delivery
program that includes non-formal and informal sources of knowledge and skills. ADM is a tried and tested
alternative modality of education delivery within the confines of the formal system that allows schools to
deliver quality education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social, and economic constraints in their schooling (Republic Act No. 10618 (An Act
Establishing Rural Farm Schools as ADM of Secondary Education and Appropriating Funds Therefor).
Additionally, ADM may also be defined as follows:

1. Instructional or learning modalities that do not strictly follow the typical set-up for regular
classroom instruction
2. An alternative way of delivering and providing education to learners who are enrolled in the
formal school but for various reasons cannot attend school regularly and are at risk of dropping
out.
3. It is one of the two categories of Flexible Learning Options. One of which is Alternative
Learning System.
4. It is flexible in terms of time and duration of the instruction; the place of instruction and the
modes of instruction depending on the context and needs of the learners.
g. Alternative Learning System-Education Skills and Training (ALS-EST)

ALS-EST: The Alternative Learning System (ALS) Integrated Education and Skills Training
Program modifies the regular ALS program by integrating Technical Vocational Training and other skills
training. The program will utilize existing DepEd expertise, particularly from remaining technical high
schools and select Senior High Schools, and leverage partnerships with SUCs, LGUS, private sector and
CSOs, to provide the technical-vocational and other skills training components attuned to the demands
and opportunities of the local community and the country.
The ALS Integrated Education and Skills Training Program aims to produce ALS completers that
not only are able to catch up with basic academic education, but have also acquired technical
competencies suitable for immediate employment. Thus, this program will be able to help fulfill the state’s
obligation to provide basic education, at the same time mitigating the problem of a considerable number
of out-of-school and unemployed youth.
2. Inclusive Education in Other Countries
The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) has been
ratified by 148 countries and adopted by 158 others, including the European Union. In December 2013,
the UN Human Rights Council issued a report titled "Thematic Study on the Rights of Persons with
Disabilities to Education," stating that inclusion and inclusive education is one of the UNCRPD's key
provisions. Article 24 commits States Parties to developing an inclusive education system in which people
with disabilities should be able to participate successfully in mainstream education.
2.1 Individuals with Disabilities Education (IDEA) Act - United States of America
The Individuals with Disabilities Education Act (IDEA) is a federal law in the United States that
ensures that students with disabilities receive a Free Appropriate Public Education (FAPE) that is tailored
to their specific needs. From 1975 to 1990, IDEA was known as the Education for All Handicapped
Children Act (EHA). The United States Congress reauthorized EHA in 1990 and renamed it IDEA. IDEA's
overall goal is to provide children with disabilities with the same educational opportunities as students
without disabilities.
Prior to IDEA, it was common for states to place disabled children in separate schools.
Alternatively, they could be taught in separate classrooms away from their peers. Their education was
poor and underfunded. Academic standards were low. Typically, children with learning and thinking
differences did not receive the support they required to thrive in school.
IDEA is the nation’s special education law. It gives disabled children rights and protections. It
covers them from birth until they graduate from high school, or until they reach the age of 21 (whichever
comes first). Parents and legal guardians have legal rights as well.
IDEA places two big responsibilities on states and their public schools. First, school districts must
provide a free appropriate public education (FAPE) to kids with disabilities. And these kids must learn
side by side with peers as much as possible — something called the least restrictive environment, or
LRE.
Schools must identify and assess students who may have disabilities at no cost to their families.
This is referred to as Child Find. If a child has a qualifying disability, schools are required to provide
special education and related services (such as speech therapy and counseling) to meet the child's
specific needs. These are offered as part of an Individualized Education Program (IEP). The goal is to
assist students in making academic progress.
Second, schools must provide parents with a voice in their child's education. IDEA provides
parents with specific rights and protections at each stage of the process. These are referred to as
procedural safeguards. For example, before providing services to children, a school must obtain parental
consent.
IDEA's reach extends beyond traditional public schools. It consists of public magnet and charter
schools. The law also mandates early intervention services for infants and toddlers up to the age of three.
Finally, IDEA may have an effect on some students in private schools.
Who is eligible for services under IDEA?
Not every child is eligible for special education under IDEA, and having a diagnosis doesn’t
guarantee eligibility. To be eligible, children must have a disability that falls into one of the 13 categories
covered by IDEA. They are as follows:
1. Autism 9. Other health impairment (includes

2. Deaf-blindness ADHD)
3. Deafness 10. Specific learning disability (includes
4. Emotional disturbance dyslexia, dyscalculia, dysgraphia, and
5. Hearing impairment other learning differences)
6. Intellectual disability 11. Speech or language impairment
7. Multiple disabilities 12. Traumatic brain injury
8. Orthopedic impairment 13. Visual impairment, including blindness
Having one of these disabilities, on the other hand, does not automatically qualify a child for IDEA.
A student must meet the following criteria in order to be considered:
a. Have a disability and, as a result of that disability…

b. Need special education to make progress in school
For example, if a student has ADHD and is doing well in school, the student might not be covered
by IDEA. Sometimes schools and parents disagree over whether a child is covered. When that happens,
IDEA provides options for resolving the dispute.
In 2018–2019, around 7.1 million students ages 3 to 21 received special education services under
IDEA. That’s 14 percent of all public school students. The most common way students qualify is with a
specific learning disability. (Source: National Center for Education Statistics)
6 Principles of IDEA
1. Free Appropriate Public Education

Every child with a disability is entitled to a Free Appropriate Public Education under the IDEA
(FAPE). The IDEA emphasizes special education and related services, which should be designed to
meet a child’s “unique needs and prepare them for further education, employment, and independent
living.”
Furthermore, courts have ruled that the IDEA requires schools to create Individualized Education
Plans that provide "meaningful educational benefit" to disabled children. The requirement for "meaningful
educational benefit" includes a focus on raised student expectations, appropriate progress, transition into
postsecondary education, and independent living. It is the responsibility of public schools and local school
boards to ensure that every child with a disability receives a FAPE.
2. Appropriate Evaluation
According to the IDEA, schools must conduct "appropriate evaluations" of students who are
suspected of having a disability. An appropriate evaluation must be carried out by a team of
knowledgeable and trained evaluators, use sound evaluation materials and procedures, and be
administered in a non-discriminatory manner.
Unnecessary assessments or testing should not be administered to children, and evaluations

should be geared toward planning for the child's education and future instruction. Finally, in a timely
manner, an appropriate evaluation must determine and make recommendations regarding a child's
eligibility for special education services.
3. Individualized Education Plan

The IDEA established it to help ensure that every child has access to a Free Appropriate Public
Education. The IEP is a written document created by an IEP team that draws on existing evaluation
information to meet a student's special education needs.
An IEP must include information about a student's current levels of educational performance,
annual goals and benchmarking objectives, services and supplementary aids to be received, and a
detailed explanation of why a student is not participating in the general classroom.
An IEP must also include information about consistent reporting on student progress as well as
"transition" to adulthood. Finally, an IEP must take into account the parents' and child's planning
concerns, the child's strengths, and the child's specific "academic, developmental, and functional needs."
4. Least Restrictive Environment

The IDEA places a strong emphasis on placement in a general education setting. Under the IDEA,
a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, an
IEP team must explore a number of alternatives for enabling a student to participate in the general
education classroom. These may include: classroom modifications, supplemental aids and services,
alternative instructional methods, etc.
If an IEP team determines that a student cannot be satisfactorily educated in a general education
setting, then the team must make responsible efforts to determine the LRE for that student outside of the
general classroom.
5. Parent Participation
The IDEA has a special provision for “parent participation in placement decisions.” Under this
provision, state educational agencies and local school boards must ensure that the parents of a child with
a disability are members of any group that makes decisions regarding the placement and LRE of that
child. Parents have the right to equal participation in this process, including notification of a planned
evaluation, access to planning and evaluation materials, and participation in all meetings concerning their
child's placement. Furthermore, parents have the option to refuse further evaluation of their child. Both
students and parents must be invited to IEP meetings, and the IDEA expressly states that the parent has
an equal role as a participant and decision maker.
6. Procedural Safeguards
Finally, the IDEA establishes procedural safeguards to assist parents and students in enforcing
their federally mandated rights. This requirement serves two purposes: safeguards protect parental
access to information about placement and transition planning, and procedures are put in place to resolve
disagreements between parents and schools about a student's placement. Parents have the right under
the IDEA procedural safeguards to review all educational records pertaining to their child, to receive
notice prior to meetings about their child's evaluation, placement, or identification, and to obtain an
Independent Educational Evaluation (IEE) for consideration at such meetings.
If disagreements arise, parents have the right to request mediation or due process hearings with
state-level education agencies, and beyond that may appeal the decision in state or federal court.
2.2 Other Countries Supporting special and Inclusive Education

Countries below that supports inclusive education was taken from Faragher et al., 2020's study on
Inclusive Education in Asia: Insights from some country case studies published on The Journal of Policy
and Practice in Intellectual Disabilities .
1. Singapore
Participation in primary education is required by law for all children, according to the
Compulsory Education Act. This can include public primary schools, special schools, or home-
schooling. Children with special educational needs are supported in all mainstream primary and
secondary schools. Mainstream schools employ a proportion of teachers (typically 10–20 percent)
who have received more than 100 hours of training to support students with special educational
needs (SEN) and are equipped with Allied Educators (Learning and Behavior Support) to help
students with SEN with their learning, social, and behavioral regulation.
Moreover, the majority of children with Intellectual and Developmental Disabilities (IDD)
attend special schools. Because these special schools are run by non-governmental
organizations (NGOs), the approaches used vary between schools. Government support and
regulation, however, in the form of infrastructure and personnel funding, as well as a centralized
curriculum framework and training program, result in a broadly uniform standard in special schools
across the country. As a result, a typical classroom for a child with IDD is likely to be one within a
specially designed special school staffed by special education teachers, teacher assistants,
psychologists, and other therapists. Individualized educational goals are guided by the national
special education curriculum framework (Ministry of Education, 2019). Classes typically have 10–
20 children, who are typically of similar ability or age.
Teachers who work in special schools complete a one-year diploma in special education
as part of their pre-service teaching qualification, which prepares them to work with children with
SEN. Professional development for special school teachers is also nationally subsidized, and it
can be further accredited as an Advanced Diploma in Special Education.
2. Indonesia
For students with IDD, there are two types of education: segregated schools/special
schools and regular or inclusive schools. Special schools, like regular schools, have 1 or 2 years
of kindergarten, 6 years of primary school, 3 years of junior secondary school, and 3 years of
senior secondary school. There are various types of special schools (SLB/ Sekolah Luar Biasa)
for students with disabilities such as vision, hearing, speech impairment, intellectual or physical
disabilities, Autism, Down syndrome, and so on.
According to Kemdikbud (2017), as cited by Faragher et al., (2020), the number of special
schools is insufficient to meet the needs of all students with disabilities. Increasing the number of
inclusive schools has gained popularity as a means of filling the gap since the turn of the century.
Through Law Number 20 of 2003 and National Education Regulation Number 70 of 2009,
the Indonesian government has officially endorsed inclusive education. Indonesia also ratified the
UN Convention on the Rights of the Child on November 30, 2011. More recently, in April 2016,
the Indonesian government endorsed the Dis-ability Act No. 8/2016, which recognizes the rights
of people with disabilities as inextricably linked to the equal rights of all members of the human
family, including access to employment opportunities.
The Regulation of the Minister of National Education Number70 of 2009 states that each
district in Indonesia must appoint at least one primary and one secondary school to cater for
students with special educational needs. Law Number 20 Year 2003 on National Education
System (Republik Indonesia, 2003) stipulates that all citizens with all types of disabilities be
provided with compulsory education. Furthermore, each district must provide at least one teacher
as well as the necessary equipment and tools to cater to those students.
3. Peoples Republic of China

Individuals with disabilities made up 6.34 percent (around 83 million) of China's population
(1.3–1.4 billion) in 2006 (the most recent data available), and 2.46 million were of school age (6–
-14 years) (National Statistics Bureau of the People's Republic of China, 2007). According to the
National Statistics Bureau of the People's Republic of China, 63.19 percent of school-age children
with disabilities (i.e., approximately 1.55 million) received compulsory education in regular or
special schools, and there were approximately 760 000 school-age children with ID (National
Statistics Bureau of the People's Republic of China, 2007). There are seven types of disabilities:
visual impairment, hearing impairment, speech impairment, physical disability, intellectual
disability, psychiatric disability, and multiple disabilities. Autism spectrum disorder (ASD) is
currently classified as a psychiatric disability, whereas learning disability is not officially
recognized as a disability type in China. Individuals with IDD make up 6.68 percent of all disabled
people (National Statistics Bureau of the People's Republic of China, 2007). Individuals with
IDD are geographically distributed unevenly (Kwok, Cui, & Li, 2011), with more than 80% of
children with disabilities reported to live in rural areas.
Given the available data, accurately estimating the number of school-age children with IDD
receiving compulsory education may be beyond our capacity. Using the 63.19 percent figure from
the most recent national survey data, it is estimated that approximately 480 000 children with
IDD aged 6 to 14 years received compulsory education. According to a more recent government
report, the total number of students with disabilities enrolled in compulsory education in 2017 was
578 800. Of these, 304 000 (52 percent) attended mainstream primary and junior high schools
(including special education classes attached to these schools), while the rest attended one of
the country's 2107 special education schools (Ministry of Education of the People's Republic of
China, 2018). Using the prevalence of 6.68 percent ID in the general disability population from
the 2006 national survey, it is estimated that approximately 38 600 children with IDD received
compulsory education by 2017. The significant disparity between these two estimated figures
indicates the urgent need for an updated national survey on the prevalence of disability.
Primary and secondary schools typically have quotas of 40–45 and 45–50 students per class,
respectively (Ministry of Education of the People's Republic of China, 2002), with Chinese as the
primary language of instruction. A typical inclusive class has no more than three students with
disabilities such as ID, hearing impairment, visual impairment, physical disability, ASD, or cerebral
palsy. In primary and secondary schools, there are typically two or three teachers per class
(Ministry of Education of the People's Republic of China, 2002). Support and resources for
inclusive schools may include a resource room, shadow teachers for students who require more
intensive support, and assistance from the school district's special education resource center.
To teach in China's regular or special education schools, all candidates must first pass exams
and hold the National Teachers' Qualification Certificate. Special education teachers and some
specialist teachers in mainstream schools (e.g., resource teachers) typically come from one of
two approaches: (1) studying a major in Special Education in teacher education colleges or
universities; or (2) studying a major other than Special Education in colleges or universities and
receiving special education training. However, it is unknown to what extent general education
teachers have access to special education training and are equipped with the knowledge and
skills to work with learners with disabilities such as IDD in mainstream settings. Some Chinese
universities have recently launched initiatives to train behavior analysts, speech language
pathologists, physical therapists, and occupational therapists. There is also a trend toward
providing special education teachers with knowledge and skills in both special education and
rehabilitation. According to the Ministry of Education of the People's Republic of China, there were
58 700 special education teachers in China as of 2018 (Ministry of Education of the People's
Republic of China, 2019).
VI. LEARNING ACTIVITIES
A. Illustrative Essay. Illustrate the following terms using a concrete example of a classroom setting.
Provide examples to fully discuss them in the context of Special and Inclusive Education. Each
question is equivalent to ten points. (30 points)
1. Integration
2. Inclusion
3. Mainstream
Criteria Description Score

Content The essay must be complete, with sufficient detail to 4
back up assertions. The answer is limited to ideas
related to the question.
Organization / The essay must demonstrate a high level of logic and 2
coherence of idea point reasoning. The reader is clearly led to the
conclusion by unity, which stimulates thought about the
topic.
Grammar and The essay must be free of distracting spelling, 2
mechanics punctuation, capitalization, sentence structure, or
grammatical errors.
Originality The student's original ideas must be demonstrated in the 2
essay. There should be no copy-pasted ideas.
Total Points 10
B. Reflection Paper. Since the launch of the Inclusive Education strategy in 2009, followed by the K to
12 in 2012, which identifies inclusive education as the core principle, evaluate the inclusion program's
implementation in our educational system. You can include issues in the implementation as well as
solutions to the problems you've mentioned. The essay should be between 500 and 800 words long.
(20 points)

Content The essay must be complete, with sufficient detail to 10
back up assertions. The answer is limited to ideas
related to the question.
Organization / The essay must demonstrate a high level of logic and 3
coherence of idea point reasoning. The reader is clearly led to the
conclusion by unity, which stimulates thought about the
topic.
grammatical errors.
Total Points 20
C. Comparative Analysis. Compare Philippines’ K to 12 Inclusion Program with that of United Sates of
America’s Individuals with Disabilities Education Act (IDEA. Follow the format below. (25 points)
I. Introduction
II. Similarities of the inclusion policies.
III. Differences of the inclusion policies
IV. Implementation – How these two inclusion policies implemented in the two countries.
V. Do you believe the Inclusion Program in the Philippines meets the international standard for
inclusive education? Support your answer.
VI. Conclusion

Content The essay contains excellent detail to support the 10
(Compare and similarities and differences between the passages.
contrast)
Organization / The essay demonstrates a high level of logic and point 5
coherence of idea reasoning. The reader is clearly led to the conclusion by
unity, which stimulates thought about the topic.
grammatical errors.
Total Points 25
VII. ASSIGNMENT
Brochure. Create a brochure outlining the legal bases of Special and Inclusive Education in the
Philippines. The final output to be attached in MS Teams must be in portable document format (pdf). (20
points)
RUBRIC
Criteria 5 4 3 2-1
Graphics/Pictures Graphics go well Graphics go well Graphics go well Graphics do not go
with the text and with the text, but with the text, but with the
there is a good mix there are so many there are too few accompanying text
of text and that they distract and the brochure or appear to be
graphics. from the text. seems "text- randomly chosen.
heavy".
Attractiveness & The brochure has The brochure has The brochure has The brochure's
Organization exceptionally attractive well-organized formatting and
attractive formatting and information. organization of
formatting and well-organized material are
well-organized information. confusing to the
information. reader.
Content - Accuracy All facts in the 99-90% of the facts 89-80% of the facts Fewer than 80% of
brochure are in the brochure are in the brochure are the facts in the
accurate. accurate. accurate. brochure are
accurate.
Spelling & No spelling errors No more than 1 No more than 3 Several spelling
Proofreading remain after one spelling error spelling errors errors in the
person other than remains after one remain after one brochure.
the typist reads person other than person other than
and corrects the the typist reads the typist reads
brochure. and corrects the and corrects the
brochure. brochure.
VIII. EVALUATION
IX. REFERENCES
A. Book
Aligada-Halaa, C. N., Yuzon, M. R. A., Padilla, C. R. S., & Ligon, C. C. M. (2020). Foundation of
Special and Inclusive Education. Rex Book Store, Inc.
B. E-resource
Child Rights Network (n.d.). Inclusive Education for Children and Youth with Disabilities. Retrieved
November 3, 2021 from https://childrightsnetwork.ph/advocacies/inclusive-education-for-children-and-
youth-with-disabilities/
Coursehero (n.d.). MODULE I DEFINITIONS, GOALS AND SCOPE OF SPECIAL AND INCLUSIVE
EDUCATION. Retrieved November 3, 2021 from https://www.coursehero.com/file/79959557/educ-102-
module-1lesson-1-2pdf/#question
Department of Education. (2009, July 6). DO 72, S. 2009 – Inclusive Education as strategy for increasing
participation rate of children. Department of Education. Retrieved November 7, 2021, from
https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-
participation-rate-of-children/.
Faragher, R., Chen, M., Miranda, L., Poon, K., Rumiati, Chang, F. R., & Chen, H. (2020). Inclusive
Education in Asia: Insights from some country case studies. Journal of Policy and Practice in Intellectual
Disabilities, 18(1), 23–35. https://doi.org/10.1111/jppi.12369
Lee, A. (2014). What is the Individuals with Disabilities Education Act (IDEA)? Retrieved November 4,
2021 from https://www.understood.org/articles/en/individuals-with-disabilities-education-act-idea-what-
you-need-to-know
Saleh, M. (n.d.). Your Child’s Rights: 6 Principles of IDEA. Retrieved November 4, 2021 from
https://www.smartkidswithld.org/getting-help/know-your-childs-rights/your-childs-rights-6-principles-of-
idea/
Prepared by: Recommending Approval:
JUDITH P. ALINDAYO LAILA G. HERNANDEZ, PhD

Faculty Program Chair, BSED
Approved by:
ELMA P. APOSTOL, EdD

Dean, College of Teacher Education

Instructional Module: Republic of The Philippines Nueva Vizcaya State University Bayombong, Nueva Vizcaya

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College: __Teacher Education

DEGREE PROGRAM BSED COURSE NO. PROF ED 104

I. UNIT TITLE/CHAPTER TITLE

DEFINITION, GOALS, AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION

II. LESSON TITLE

1. Inclusive Education in the Philippines

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

1. Inclusive Education in the Philippines

1.2 Inclusive Education in the Philippines – An overview

States Parties should take appropriate measures, such as:

Figure 1. The Braille Alphabet

ANNUAL ACTIVITIES FOR LEARNERS WITH SPECIAL NEEDS

The Department of Education launched Inclusive Education as a Strategy for Increasing

1.3 Salient Features of Inclusive Education

1.4 Needs and Importance of Inclusive Education

Vision for Children with Special Needs

Policy, Goal and Objectives of Special Education

Special education aims to:

1.6 Scope Special and Inclusive Education

b. Special Education (SPED)

c. Madrasah Education (MEP)

d. Indigenous Peoples Education (IPEd)

e. Alternative Learning System (ALS)

f. Alternative Delivery Mode (ADM)

Additionally, ADM may also be defined as follows:

g. Alternative Learning System-Education Skills and Training (ALS-EST)

2. Inclusive Education in Other Countries

Who is eligible for services under IDEA?

1. Autism 9. Other health impairment (includes

a. Have a disability and, as a result of that disability…

1. Free Appropriate Public Education

Unnecessary assessments or testing should not be administered to children, and evaluations

3. Individualized Education Plan

4. Least Restrictive Environment

2.2 Other Countries Supporting special and Inclusive Education

3. Peoples Republic of China

Criteria Description Score

Criteria Description Score

Criteria Description Score

Prepared by: Recommending Approval:

JUDITH P. ALINDAYO LAILA G. HERNANDEZ, PhD

ELMA P. APOSTOL, EdD

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