Enhanced Basic Education Program
(DepEd Order No. 43, s. 2013)
September 24, 2013 DO 43, s. 2013 – Implementing
Rules and Regulations (IRR) of Republic Act No.
10533 Otherwise Known as the Enhanced Basic
Education Act of 2013.
Pursuant to Section 41 of this IRR, this Order shall
take effect 15 days after its publication in the
Official Gazette or in two newspapers of general
circulation. As such, the IRR will take effect on
September 24, 2013 since it was published on
September 9, 2013 in newspapers, The Manila
Times and Business Mirror.
All Orders, Memoranda, and other related issuances
inconsistent with the contents of this DepEd Order
are deemed amended accordingly upon its
effectivity.
Immediate dissemination of and strict compliance
with this Order is directed.
The principle of inclusion promotes institutional
sensitivity and responsiveness to the nature, situation,
and realities of our country's learners and directs the
Department to proactively address these through the
curriculum and other interventions. This is
institutionalized by K to 12 through Inclusive
Education, a policy perspective realized through the
development and implementation of learner centered
and context-responsive programs.
A comprehensive inclusive program for children
with special needs has the following components;
 Child Find
 Assessment
 Program Options
 Curriculum
 Modifications
 Parental Involvement
Child Find
This is locating where these children are through the
family mapping survey, advocacy campaigns and
networking with local health workers. The children
with special needs who are not in school shall be
listed using Enclosure No. 1. These children shall
be visited by Special Education (SPED) teachers
and parents should be convinced to enroll their
children in SPED Centers or schools nearest them
home.
Assessment
This is the continuous process of identifying the
strengths and weaknesses of the child through the
use of formal and informal tools for proper program
grade placement. Existing SPED Centers in the
Division shall assist regular schools in the
assessment process.
Program Options
Regular schools with or without trained SPED
teachers shall be provided educational services
to children with special needs. These schools
shall access educational services from SPED
Centers or SPED trained teachers.
 The first program option that shall be
organized for these children is a self?
contained class for children with similar
disabilities which can be mono-grade or
multi-grade handled by a trained SPED
teacher.
 The second option is inclusion or
placement of the child with disabilities
in general education or regular class
where he/she learns with his/her peers
under a regular teacher and/or SPED
trained teacher who addresses the child’s
needs.
 The third option is a resource room
program where the child with disabilities
shall be pulled out from the general
education or regular class and shall
report to a SPED teacher who provides
small group/one-on-one instruction
and/or appropriate interventions for
these children.
 Parental Involvement
This plays a vital role in preparing the children in
academic, moral and spiritual development. Parents
shall involve themselves in observing children’s
performance, volunteering to work in the classroom
as teacher aide and providing support to other
parents.
District and school-based special education and
regular teachers, administrators and parents need to
collaboratively develop and facilitate the most
effective program for children with disabilities. This
program shall be included in the School
Improvement Plan (SIP). To realize the successful
implementation of inclusive education in the
schools, the duties and responsibilities of DepED
officials are defined in Enclosure No. 2.
Legal Bases
The principle of inclusion as a basis for
development initiatives including education has
been highlighted in international legal and standard-
setting instruments, and Philippine laws. These laws
and instruments are premised on the fundamental
importance of recognizing the right to quality basic
education of all learners, especially the
disadvantaged and marginalized, who may be in
unique situations and have different learning needs
due to their personal, social, cultural, and economic
context. These serve as pillars of this Inclusive
Education Policy Framework.
Definition of Terms
Context - refers to the particular setting, situation,
or circumstance of the learner influenced by
personal, cultural, political, social, and economic
factors (e.g. disability, ethnicity, gender, religion,
socialization in the family and the wider
community, social history, economic status,
personal capabilities, available resources), as well
as the specific environment in which the learner
lives, interacts with other people, and where
learning takes place.
Equity - refers to the value of securing the right to
education of all learners, and their rights within and
through education to realize their potentials and
aspirations.
Equitable - refers to the rights-based appropriation
of resources and opportunities for all learners.
Learner - refers to any individual, regardless of
age, sex, gender, disability, ethnicity, cultures, and
religion, enrolled in basic education to enhance
his/her knowledge, skills and values to improve the
quality of his/her life and to develop his/her
potentials.
Learning Environment - refers to learning
facilities, resources and technology, means of
teaching, modes of learning, and connections to
community, societal and global contexts towards
the total development of the learner.
Universal Design for Learning (UDL) - is a
framework to improve and optimize teaching and
learning for all people based on scientific insights
into how humans learn (Center for Applied Special
Technology 2017).
Policy Statement
The Department adopts this policy framework to
provide policy guidance in the establishment,
implementation, monitoring and evaluation of
programs and interventions with strategies and
support mechanisms that adequately respond to
diverse educational needs and contexts of learners.
Guiding Principles
A. Inclusion - All learners shall have access to and
participate in all aspects of life in school, in learning
centers and other places of learning.
B. Responsiveness to Rights - Inclusive Education
contributes to the realization of the Department's
commitment to quality, equitable, culture-based,
and complete basic education which is premised on
its mandate to protect and promote the right of
every Filipino citizen to such education services.
The Department subscribes to the Rights-based
Approach (RBA), which highlights the recognition,
promotion, and protection of rights as the Basis for
initiatives, and focuses on people empowerment
through the introduction and use of the concept of
rights as legal entitlements of the people and legal
obligations of the government to its people.
 Inclusive Education in the Philippine
(VMGO)
The 2009 Department of Education Order No.
72 defines inclusive education as the philosophy of
accepting all children regardless of race, size, shape,
color, ability or disability with support from school
staff, students, parents and the community.  Republic Act No.3562, “An act to promote the
The more recent 2013 Enhanced Basic
Education Act refers to gifted and talented children;
learners with disabilities; learners of the madrasa
curriculum; indigenous peoples; and learners in
difficult circumstances, such as geographical
isolation, chronic illness, abuse, or displacement
due to armed conflict, urban resettlement or disaster
as target groups of inclusive education.
VISION
It fosters a culture of respect and belonging.
MISSION
 Students
 Teachers
 Administrator and Staff
 Family community, and other Stakeholders
GOAL
To provide all students with the most appropriate
learning environments and opportunities for them to
best achieve their potential.
OBJECTIVES
 Education for all
 Protection of rights
 Identification of skills
 Development of social consciousness
 To improve quality of education
Special Education in the Philippines
Special education, also called special needs
education, the education of children who differ
socially, mentally, or physically from the average to
such an extent that they require modifications of
usual school practices.
The Legal Bases of Special Education
Articles 356 and 259 of Commonwealth Act No.
3203 (1935)
education of the blind in the Philippines” (June 21,
1963)
Republic Act No. 5250 “An act establishing a ten-
year teacher training program for teachers of special
and exceptional children”
The 1997 Magna Carta for Disabled Person,
amended in 2007,
- to the implementation of the Magna Carta,
the 1997 Department Order No. 26 on
Institutionalization of SPED Programs in All
Schools established resource centers in regular
schools to provide continuous support to children
with special needs. The 2010 department
order Strengthening Special Education Program at
the Basic Education Level financed regular
secondary schools to train education personnel and
provide the institutions with adequate teaching
materials.
Vision
We see a world where children with special
needs are accepted into society; where they can
receive an education allowing each individual to
reach his or her full potential, be free from poverty,
and be self-dependent.
Mission
To provide each Special Education Center
with the necessary technological resources allowing
children with special needs to achieve personal
excellence in academics, communications, and
thinking skills; to become self-sufficient; and, to
strive toward becoming a responsible adult.
 Goals
Within the next ten years, every Child with
Special Needs (hearing impaired student) in schools
throughout the Philippines will use communication
and information technologies to enhance and
expand the traditional role of education becoming
more proficient in reading, writing, mathematics,
science and critical thinking. Within the next ten
years, SPED teachers for the hearing impaired will
use technology to support all learning across the
curriculum. No longer with the teacher rely solely
on traditional lecture / seat-work methods of
instruction. In a technology-rich environment, the
teacher can also serve as a facilitator of instruction,
mentor and coach.
Objective
Article 1 sec 4: The specific objectives of
special education shall be the development and
maximization of learning competencies, as well as
the inculcation of values to make the learners with
special needs a useful and effective member of
society.
Scope
 Every special child receives an appropriate
and free public education.
 Special education can also provide the child
with related services such as transportation,
occupational, and physical therapy, and
psychotherapy.
 Child with a learning disability needs a little
extra time, care which is been provided in
special education programs that are so
important to the health of children’s
educational future.
Inclusive Education in other
Countries
WHAT IS IDEA?
The Individual with Disabilities Education
Act (IDEA) governs how states and public agencies
provides early intervention, special education, and
related services to more than 6.5 million eligible
infants, toddlers, children, and youth with
disabilities
History Behind IDEA
In 1975, Congress passed the Education for
All Handicapped Children Act (EHA). This
required public schools to evaluate handicapped
children and, along with parental input, create an
educational plan that would mirror as closely as
possible the curriculum and overall educational
experience of non-disabled students.
The Sic Pillars of IDEA
1. Individualized Education Program (IEP). The
roadmap of the student’s educational program. It is
designed to meet the child’s unique educational
needs as determined by parents, educators and
others who can assist in designing an appropriate
course of study.
2. Free Appropriate Public Education (FAPE).
Assurance that the student, regardless of disability,
receives the same general education as his peers.
3. Least Restrictive Environment (LRE).
Integrating special needs students into regular
classrooms to the maximum extent possible.
4. Appropriate Evaluation. Evaluation standards
that ensure the student is placed correctly, his/her
progress assessed at regular intervals and receives
additional help as needed.
5. Parent and Teacher Participation. Regular,
consistent, and cooperative communication between
parents and educators, with an eye towards student
progress and growth.
6. Procedural Safeguards. Parents understanding
their rights and responsibilities and the mechanisms
by which they may review progress, be involved
and mediate disputes.
Legal Basis
The Education for All Handicapped Children
Act (sometimes referred to using the acronyms
EAHCA or EHA, or Public Law (PL) 94-142 was
enacted by the United States Congress in 1975.
The No Child Left Behind Act of 2001 (NCLB)[1]
[2] was a U.S. Act of Congress that reauthorized the
Elementary and Secondary Education Act; it
included Title I provisions applying to
disadvantaged students.
The Rehabilitation Act of 1973 replaces
preexisting laws (collectively referred to as the
Vocational Rehabilitation Act) to extend and revise
the authorization of grants to States for vocational
rehabilitation services, with special emphasis on
services to those with the most severe disabilities.
Current Situation
Ten years into implementation of the EHA
the nation took stock of how it was fulfilling its
desire to appropriately educate children with
disabilities.
By this time, American special educators
were increasingly moving away from skills-based
instructional approaches popular since the 1950s
and 60s, such as Direct Instruction, to more holistic
instruction considered to be better aligned with
social constructivists theories of learning and
pedagogy. Special education seemed to be the last
branch of education to make this shift.
Relevance to the Future
Over time, special educators have come to
accept the inclusion movement, if not to embrace it
in some quarters -most often in the case of those
with mild/moderate impairments.
For students with disabilities, instructional
accommodations and related services are routinely
specified on their IEPs, and teams must provide
written justification for any LRE other than the
general education environment.
Flexible and differentiated instruction are
the hallmarks of good teaching now. The special
educator is more likely to consult or collaborate
with the general classroom teacher than to pull
students out.
If special education goes away will all
educational disabilities be effectively “cured”? Of
course not. Segregation was not a good thing; we
the people learned that lesson. Normalization is now
being tested.
“We hold these truths to be self-evident: that
all men are created equal, that they are endowed by
their Creator with certain unalienable rights, that
among these are life, liberty, and the pursuit of
happiness”
The future may soon yield answers as to
how equal all school children are.
Countries that Supporting Special
and Inclusive Education (BHUTAN)
Background
Bhutan is a country of South-Central Asia
located on the Eastern ridges of the Himalayas.
Bhutan is characterized by steep mountains and
deep valleys, which led to scattered population
settlements pattern
School Organization
The Royal Government of Bhutan has
provided free education for its children since the
1960’s. As of 2018, there were 20 schools
implementing inclusive and special needs
programmers. They implement Special and
Inclusive in Bhutan to provide quality education for
all citizen regardless of gender, ethnicity and
disabilities.
 LAWS, PLANS, POLICIES AND
PROGRAMMES
These are the laws, plans, policies, and
programmers of Bhutan to ensure that every child
can participate in education and receive the support
they need.
1. The 2008 Constitution of the Kingdom of
Bhutan
2. The planned National Educational Policy
3. The 2018 – 23 Twelfth Five Year Plan
4. Bhutan commits in the 2020 education
sector strategy
5. NPSEN was adopted
Governance
Under the Department of School Education,
a unit responsible for special education services was
set up in 2000 and then upgraded to the Early
Childhood Care and Development and Special
Education Needs Division in 2011. It has played a
fundamental role in scaling up targeted services for
children and youth with special needs. In an effort
to effectively implement the 30 goals identified in
the Ten-Year Roadmap, the Ministry of Education
formed a multisectoral steering committee for
inclusive and special education in November 2019.
Learning Environment
Infrastructure
The Ten-Year Roadmap for Inclusive and
Special Education has a specific goal of improving
physical accessibility of educational institutions:
‘Physical accessibility is an essential element of
enabling inclusive education.
Curriculum
Curriculum needs to have choice built in to
enable students to study to their strengths. There are
several action points stated for adaptation and
modification of the general curriculum for students
with disabilities in order to fulfill the above goal.
Learning materials and ICT
Teachers and Support Personnel’s
As highlighted in the 2012 NPSEN, teacher
training is supposed to integrate a special education
component in its programme. All schools that enroll
children with special education needs are expected
to have trained teachers in differentiated teaching
and in needs assessment.
Countries that Supporting Special
and Inclusive Education (FINLAND)
Background
Finland/Finnish school systems is special
and inclusive by nature. It has great education
system providing access to high – quality education
and most importantly giving equal opportunities for
everyone.
Education for children with special needs
are also provided in conjunction with mainstream
education.
Finland has put together one of the most
respected education systems in the world because of
two simple reasons:
 Focusing on teachers
 Focusing on students
Inclusive Education in Finland
Finland’s innovative approaches to education
include reducing standardized testing, improving
equity across the spectrum, and supporting teachers.
Here is six reasons Finland may be the best
country in the world for education;
1. THEY START LATE.
2. ALL CHILDREN ARE INCLUDED,
REGARDLESS OF ABILITY.
3. TEACHERS ARE TREATED LIKE
ROYALTY.
4. FEWER TESTS
5. MORE RECESS
6. IT’S THE MOST EQUITABLE
SCHOOL SYSTEMS IN THE WORLD.
 1. THEY START LATE.
In Finland, students do not begin formal
schooling until they’re 7 years old. Instead they
spend ages 3 – 6 in preschool and because
preschool is required in Finland, this means that
97% of students aged three to six are enrolled in
school.
2. ALL CHILDREN ARE INCLUDED,
REGARDLESS OF ABILITY.
The Finns have “designed an educational
system to optimize learning for every child,
regardless of a student’s educational needs.”
3. TEACHERS ARE TREATED LIKE
ROYALTY.
Teachers are free from inspections – and
have been since the 1990s – and are not required to
prepare students for standardized testing.
4. FEWER TESTS.
Finnish students only have to take one
standardized test throughout their adolescence, and
it’s not graded by computer but by the educators
themselves.
5. MORE RECESS.
Finnish schools mandate that all primary
school students have 15 minutes of recess every 45
minutes of class.
They are also not overburdened with
homework after school.
Review of the Bases, Psychological Bases, Philosophical Bases,
Historical/Sociological Bases, Legal Bases
6. IT’S THE MOST EQUITABLE
SCHOOL SYSTEMS IN THE WORLD.
There are no private schools, and students of
different abilities are not separated into educational
levels in class.
Special Education in Finland
Pupils are given various forms of help, the
nature of which is determined according to the
special need. A key factor is the early recognition of
learning difficulties and problems.
A psychological, medical, or social
examination of a pupil and his/her growth
environment may be conducted as early as during
early childhood education and care and also, when
necessary, later during pre-primary and basic
education.
Objective
To help and support pupils in such a way as
to give them equal opportunities to complete
compulsory schooling in accordance with their
abilities
Conclusion
Inclusive education is the most effective
way to give all children a fair chance to go to
school, learn, and develop the skills they need to
thrive. Meanwhile, special education provides
students with identified disabilities specialized
instructions designed to meet their unique learning
needs.
Brain Fact: You have an average of
70, 000 thoughts per day.
Jean Piaget's Stages of Cognitive
Development
Jean Piaget was a Swiss psychologist and
genetic epistemologist. He is most famously known
for his theory of cognitive development that looked
at how children develop intellectually throughout
the course of childhood.
He was born in Switzerland on August 9,
1896, and he began showing an interest in the
natural sciences at a very early age. By age 11, he
had already started his career as a researcher.
He married Valentine Châtenay in 1923, and
the couple went on to have three children. It was
Piaget's observations of his own children that served
as the basis for many of his later theories.
Piaget`s Cognitive Stages of
Development
 Sensorimotor (0-2 years old)
 Preoperational (2-7 years old)
 Concrete Operational (7-11 years old)
 Formal Operational (adolescence – adult)
Sensorimotor (0-2 years old)
The stage when a child who
is initially reflexive in
grasping, sucking and
reaching becomes more
organized in his movement
and activity.
Preoperational (2-7 years old)
 From 2-7 years old
 intelligence is
intuitive in nature.
Concrete Operational Stage
 Ages between
8-11 years
(elementary
school years)
 This stage is characterized by the ability
of the child to think logically but only in
terms of concrete objects.
Formal Operational Stage
 Ages between 12-15
years.
 thinking beco me
more logical
Who is Albert Bandura?
Albert Bandura is a Canadian-born
American psychologist who is best known for the
Social Learning Theory, which was later published
in book form by Englewood Cliffs in 1977.
He revised it in 1986, calling the new Social
Learning Theory, Social Cognitive Theory. He is
also known for his famous Bobo experiments.
Bandura asserts that most human behavior is
learned through observation, imitation, and
modeling.
What is the Main Idea of Social Learning
Theory?
With the Social Learning Theory, Bandura
describes how people can learn something new by
observing the behavior of other people and applying
rational mental behavior.
One of the best-known experiments in the
history of psychology involved a doll named Bobo.
Bandura demonstrated that children learn and
imitate behaviors they have observed in other
people.
Bandura’s theory was based on
three main ideas.
1. People learned through observing role models.
He identified the three types of models in his
experiment: a live model physically
demonstrating an action, a live model using
language to display a behavior verbally, and a
symbolic model showing behaviors in online
media, movies, television programs, and books.
2. Internal psychology influences the learning
process. Intrinsic reinforcements satisfy the
psychological needs like a sense of
accomplishment, satisfaction, a form of success,
or pride.
3. Learning a behavior doesn’t automatically mean
the person will execute it. Changing or applying
a new behavior must be of value to the person to
want to apply what they’ve learned.
What are the Four Steps in Social
Learning Theory?
Step 1: Attention
The behavior of the model must grab the learner’s
attention for them to notice the behavior and to
implement observational learning.
Step 2: Retention
Retention is how well the behavior is remembered.
If there is no memory of the behavior observed,
there is nothing to be retained for reproducing the
behavior.
Step 3: Reproduction
Reproduction is the ability to execute the model’s
behavior. You may want to reproduce the behaviors
of a person you admire.
Step 4: Motivation
Even though a person may have the ability to
reproduce the behavior, they must have the desire or
will to do it. People are more motivated to mimic
the behavior if the behavior is rewarded with
something that has more value than the effort to
reproduce the behavior.
LEV VYGOTSKY SCAFFOLDING
 Lev Vygotsky was born in Russia in 1896.
 He died at the young age of 37 from
tuberculosis.
 Due to his early death, most of his theories were
left undeveloped
 He is best known for his sociocultural theory. He
believed that social interaction plays a critical
role in children’s learning.
 His research in how children solve their
problems that surpassed their level of
development; led him to create the zone of
proximal development theory (ZPD).
SOCIAL DEVELOPMENT THEORY
The major theme of Vygotsky's theoretical
framework is that social interaction plays a
fundamental role in the development of cognition.
Social interaction:
• Affects the learning process in an individual.
• Creates consciousness and awareness upon the
individual.
MAJOR THEMES ON THIS THEORY
1. “Role of Social Interaction in Cognitive
Development”
2. More Knowledgeable Other (MKO)
3. Zone of Proximal Development (ZPD)
4. Scaffolding
Role of Social Interaction in Cognitive
Development
It is mainly asserts that social interaction has
vital role in the cognitive development process. A
person undergoes development first before he
achieves learning.
More Knowledgeable Other (MKO)
It refers to someone who has a better
understanding or a higher ability level than the
learner, with respect to a particular task, process, or
concept.
Situated learning is an instructional
approach developed by Jean Lave and Etienne
Wenger in the early 1990s, and follows the work of
Dewey, Vygotsky, and others who claim that
students are more inclined to learn by actively
participating in the learning experience.
3 Main Characteristics
 Learning is unintentional and located within
an authentic setting
 To improve learning by motivating students
and by providing a rich context for them
 Emphasizes the context and application of
knowledge rather than memorizing facts

Zone of Proximal Development PHILOSOPHICAL BASES

 Inclusivity
 Equality

Inclusively
Refers to an individual’s experience within
his/her own workplace and in wider society, and the
extent to which he or she feels valued and included.
In other words, inclusion is about giving equal
Scaffolding access, opportunities and resources to everyone
irrespective of gender, race, age or any other factor.
Vygotsky defined scaffolding instruction as
the “role of teachers and others in supporting the Benefits of Inclusive Education
learner’s development and providing support  Break the cycle of poverty and exclusion
structures to get to that next stage or level”
 Enables disabled children to stay with their
(Raymond, 2000).
families and communities
HOW CAN WE PRACTICALLY  Can improve the quality of education for all
APPLY VYGOTSKY’S THEORIES TO  Can overcome discrimination; and
OUR EVERYDAY CLASSROOMS?  Promotes wider inclusion.

 PHYSICAL ARRANGEMENT IN THE

CLASSROOM
 RECIPROCAL STRATEGIES
 LESSON CONTENT
 SCAFFOLDING STRATEGIES
Equality
SITUATED LEARNING THEORY:
Is all about providing equal opportunities
JEAN LAVE and protecting people from being discriminated
What is Situated Learning? against due to varies reasons. It is backed by law
which is design to address discrimination,
harassment, and victimization. There are many
reasons for discriminations. Some of them are as
follows:
Age
 Example of age discrimination could include: not
employing certain people because they won’t ‘fit
in’ with other employees because of their age.
Not employing younger workers because of
assumptions that they will quickly move on to
another job.
Sexual Orientation
 Example of sexual orientation is the LGBTQ
community.
Gender
 Example of gender discrimination: Women
not being allowed to Travel. Female
infanticide.
 Race
 Color
 Religion
 Marital Status
 Pregnancy and Maternity
 Disability
Equality also means equality of opportunity: we must
ensure that those who may be disadvantaged can get
the tools they need to access the same, fair
opportunities as their peers.
CONVENTION ON THE RIGHTS OF
THE CHILDREN
History Of Convention on the Rights of the
Child
In 1924, the League of Nations adopted the
first ever document that asserted children's rights. It
was drafted by Eglantyne Jebb, who is also the
founder of Save the Children. Then in 1989,
members of the United Nations adopted an
expanded version of thisdocument . It was called
the Convention on the Rights of the Child, or UN
CRC. The UN CRC is a comprehensive document
containing all the rights that children like us, must
enjoy. Here in our counyry, the UN CRC was
ratified in 1990. This means that our government
and our leaders promised to take good care of us
children and the UN CRC contains 54 Articles that
tell us how they can do just that.
Convention on the Rights of the Child
Protects children's rights by setting
standards in health care, education, legal, civil and
social services.
Their purpose is to deepen understanding of
a particular aspect of the Convention, and to reflect
the changing conditions under which children grow
up.
Four Principles of the Convention
on the Rights of the Child
1. NON-DISCRIMINATION
The obligation to provide equality of
opportunities among children is expressed in Article
2, the first paragraph of which reads:" States parties
shall respect and ensure the rights set forth in the
present convention to each child within their
jurisdiction without discrimination of any kind,
irrespective of the child's parents or legal guardian,
race, color, sex, language, religion, political or other
opinion, national, ethic or social origin, poverty,
disability, birth or other status.
2. BEST INTERESTS OF THE CHILDREN
How could children be granted equal rights and
at the same time the necessary protection? Part of
the answer lies in the principle of the best interest of
the child, formulated in Article 3:1." In all actions
concerning children whether undertaken by public
or private social welfare institution, courts of law,
administrative authorities or legislative bodies, the
best interest of the child shall be a primary
consideration."
3.THE RIGHT TO SURVIVAL AND
DEVELOPMENT
The article goes further than just granting
children the right not to be killed, it includes the
right to survival and development which is
formulated in Article 6:2 and states thus." States
parties shall ensure to the maximum extent possible
the survival and development.
4. THE VIEWS OF THE CHILD
In order to know what is actually in the interest
of the child it is logical to listen to him or her. The
principle is formulated in Article 12:1 which states
that" States parties shall assure to the child who is
capable of forming his or her own views the rights
to express those views freely in all matters affecting
the child, the view of the child being given due
weight in accordance with the age and maturity of
the child.
12 CHILD RIGHTS EVERYONE SHOULD
KNOW
📍Non-discrimination
📍Right to live with their family
📍Right to be alive
📍Freedom from abuse
📍Registered when they are born
📍Right to an education
📍Right to access education
📍Freedom of thought
📍Deserves privacy in all areas, including online
📍Right to engage in cultural and creative activities
📍Receive reparation and rehabilitation
📍Government Responsibility
What is UNESCO?
UNESCO is the United Nations Educational,
Scientific and Cultural Organization
PURPOSE
Its purpose is to contribute to peace and
security by promoting international collaboration
through education, science, and culture in order to
further universal respect for justice, the rule of laws,
and human rights along with fundamental freedom.
UNESCO has 195 member countries and it pursues
its objectives through five major Programmes:
📌Education
📌Natural Science
📌Social and Human Sciences
📌Culture
📌Communication and Information
AIM
UNESCO's aim is to contribute to the
building of peace, the eradication of poverty,
sustainable development and intercultural dialogue
through education, the sciences, culture,
communication and information.
GOALS
📌its seek to build peace through international
cooperation in Education, the Sciences and culture.
📌UNESCO's programmes contribute to the
achievement of the Sustainable Development.
📌Goals and Agenda 2030, adopted by the UN
General Assembly in 2015.
📌UNESCO has a unique role to play in
strengthening the foundations of lasting peace and
equitable and sustainable development.
📌UNESCO develops educational tools to help
people live as global citizens free of hate and
intolerance.
📌UNESCO works so that each child and citizen
have access to equality education.
Education for All (EFA)
 The Education for All is a global
commitment to provide quality basic education for
all children youth, and adults. The movement was
launched at the world conference on Education for
All, in 1990 by UNESCO, UNDP, UNFPA,
UNICEF, and the World Bank. Participants
endorsed as expanded vision of learning, and
pledged to universalize primary education and
massively reduce literacy by the end of the end of
the decade 2005-2015.
EFA GOALS IN THE
PHILIPPINES
Further supporting the K-12 reform, the government
set four key objectives for EFA inactive:
📌 Providing education options for all put -
of school adults and young people
📌 Eliminating drop -outs and repetition
during the first three years of school
📌 Encouraging the completion of a full
cycle of basic schooling to a satisfactory level at
every grade by all Filipino children and committing
to the attainment of basic education competencies
for everyone.
SIX KEY EDUCATION GOALS
Established in DAKAR FRAMEWORK FOR
ACTION EFA. "Aims in learning needs of all
children, youth, and adults.
📌 GOAL 1: Expand early childhood care and
education
📌GOAL 2: Provide free and compulsory primary
education for all.
📌GOAL 3: Promote learning and life skills for
young people and adults.
📌 GOAL 4: Increased adult literacy by 50 per cent
📌 GOAL 5: Achieve gender parity by 2005 gender
equality by 2015.
📌GOAL 6: Improve quality education.
WHY EFA IS IMPORTANT?
Achieving the Education for All goals is
critical for all eights MDG's — in part due to the
direct impact of education on child and reproductive
health, as well as the fact the EFA has created body
of experience multiparter collaboration toward the
2015 target. Improved health, access to clean
drinking water, decreased poverty and
environmental sustainability, are critical to
achieving the education MDG's.
WORLD BANK DOING TO ACHIEVE
EFA
📌 Improves educational quality and learning
outcomes.
📌 Improves primary school access and equity
📌 Improve the drop out, retention rate of girls, as
well as their learning outcomes.
📌 Promote early childhood development.
GOALS OF EFA 2015 IN PHILIPPINES
The Philippines EFA 2015 Plan a vision and
a holistic program of reforms of the country to
achieve an improve quality basic education for
every Filipino by 2015.
CENTRAL GOAL OF THE
PHILIPPINES
To provide basic competencies to everyone,
to achieve functional literacy for all.
EDUCATIONAL SYSTEM OF THE
PHILIPPINES
Education in the Philippines is offered through
formal and non-formal systems. Formal education
typically spans 14 years and is structured in 6+4+4
system.
REPUBLIC NO. 9155
📌 Republic Act No. 9155, also known as the
GOVERNANCE OF BASIC EDUCATION ACT
OF 2001. Provides the overall framework for
principal empowerment by strengthening principal
and leadership goals and local school-based
management within the context of transparency and REPUBLIC ACT 7722 OR THE HIGHER
local accountability. EDUCATION ACT OF 1994
DepEd PROGRAM ACKNOWLEDGE BY 📌 This act shall be known as " HIGHER
UNESCO EDUCATION ACT OF 1994”. States shall protect,
foster, and promote the right of all citizens to
📌 Awareness and action on education for
affordable quality education at all levels and shall
sustainable development (ESD) at the UNESCO
take appropriate steps to ensure that education shall
World Conference.
be accessible to all.
REPUBLIC ACT 7722
INITIATIVE 2002
📌 An Act creating the commission on higher
📌 Inclusive Education is the core principle of the K
education appropriating funds therefore and for
— 12 Basic Education Program. This promotes the
other purposes. This law separates colleges and
right of Every Filipino to quality, equitable, culture
universities from the department of education
based and complete basic education. Through
providing its own independence having the right to
inclusive education, all Filipinos will realize their
practice academic freedom and exercise such
full potential and contribute meaning fully to
policies granted for its benefits.
building the nation.
REPUBLIC ACT NO.9442
PURPOSE OF INCLUSIONS POLICY
📌 An act Amending Republic Act No. 7277
Inclusion is seen us a universal human right that
known as the MAGNA CARTA FOR DISABLED
aims to embrace all people irrespective of race
PERSONS, and for other purposes ' Granting
gender, disability, medical or other need. It’s about
Additional Privileges and Incentives and
giving equal access and opportunities and getting
Prohibitions on Verbal, Non-Verbal Ridicule and
rid of discrimination and intolerance (removal
Vilification Against Person with Disability.
barriers).
REPUBLIC ACT 10157
📌 Also known as the Kindergarten Education Act,
makes kindergarten " the first stage of co pulsars
and mandatory formal education.
PRINCIPLES AND PRACTICES IN
INCLUSIVE EDUCATION
HOW TO PROVIDE EDUCATION FOR ALL
PRINCIPLES
📌 Primary and Lower secondary education must be
truly free. Fees should be abolished and all related 📌 Every child has an inherent right to education on
costs, include those textbooks and transport and basis of equality of opportunity.
school uniforms should be covered. Programs and
📌 No bid is excluded from discrimination, within
funding at all levels should be targeted to meet the
the education on grounds of race, color, sex,
need of the most disadvantages children, young and
language, religion, political, or other opinion,
adults.
national, ethnic, or social origin, disability, birth
ETULay poverty or other status.
📌 is a free online tutorial platform for learners 📌 All children can learn and benefit from
given by excellent and inspiring educators, who education.
assume the role of a facilitator and guide the
📌 Schools adapt to the needs of children, rather
students to another level of learning experience.
than children adapting to the needs of the school
📌 Children’s views are listened to and taking
seriously
📌 Individual differences between children are a
source of richness and diversity of needs and pace
of development of children are address through a
wide and flexible range of responses.
PRACTICES
📌 Understanding inclusion as a continuing process,
not one - time event
📌 Strengthening and sustaining the participation of
children, teachers, parents and community members
in the work of the school
📌 Restricting the cultures, policies, and practices in
school respond to the diversity of pupils within their
locality.
📌 Providing an accessible curriculum, appropriate
training programs for teachers and for all students,
the provisions of fully accessible information
environments and supports.
📌 Identifying and providing support for staffs as
well as students
ULTIMATE GOAL OF INCLUSION
📌 Inclusion is when the whole society, its physical
accessibility in its social attitudes exist with
universal design in mind, thus ending
marginalization towards people different abilities.
Help dealing with attitudinal barriers, resources,
aids, or positive discrimination to overcome them.
Legal Policies
The 1987 Philippine Constitution, Article XIV,
Section 1 & 2
Education, Science and Technology, Arts, Culture
and Sports.
Republic Act No. 10533 Enhanced Basic
Education Act including ALS and Learners with
Special Needs:
An act enhancing the Philippine Basic
Education System by strengthening its curriculum
and increasing the number of years for basic
education, appropriating funds therefor and for
other purposes.
Republic Act No. 8371 Indigenous People's Right
Act;
An act to recognize, protect and promote the
rights of indigenous cultural communities or
indigenous people, creating a national commission
on indigenous peoples, establishing implementing
mechanisms, appropriating funds therefor, and for
other purposes.
President Decree PD 603 (The Child Youth
Welfare Code)
The child is one of the most important assets
of the nation. Every effort should be exerted to
promote his/her welfare and enhance his/her
opportunities for a useful and happy life.
Republic Act No. 7610 Special Protection of
Children Against Abuse, Exploitation and
Discrimination Act
An act providing for stronger deterrence and
special protection against child abuse, exploitation
and discrimination. Providing penalties for its
violation and other purposes.
Republic Act No. 9344 or the “Juvenile Justice and
Welfare Act”
Defines the Juvenile Justice and Welfare
System as a system dealing with children at risk and
children in conflict with the law, which provides
child-appropriate proceedings, including
programmes and services for prevention, diversion,
rehabilitation, re-integration and aftercare to ensure
their normal growth and development.
Republic Act No. 9442 or An Act Amending
Republic Act No. 7277, Otherwise Known as the
“Magna Carta for Disabled Persons, And for Other
Purposes”
An act providing for the rehabilitation, self-
development and self-reliance of persons with
disabilities and their integration into the mainstream
of society and for other purpose.
Republic Act No. 10665 Open Highschool System
Act
An act establishing the open high school
system in the Philippines and appropriating funds.
Republic Act No. 7277 Rehabilitation, and
Integration of Disabled Persons in Mainstream
Society
An act providing for the rehabilitation, self-
development and self-reliance of disabled person
and their integration into the mainstream of society
and for other purposes.

Principles, Policies and Dimension

1. Early Intervention
Designed to help infants and toddlers with
developmental delays or diagnosed disabilities.
Available in every state and it is coordinated
by the state’s lead agency.
EARLY CHILDHOOD TECHNICAL CENTER
Supports the implementation of the early
childhood provisions of the Individual with
Disabilities Education Act (IDEA). Their mission is
to strengthen service systems to ensure that children
with disabilities and their families receive and
benefit from the high quality, culturally appropriate,
and family-centers supports and services.
What is Normalization?
 Is an ideology that adheres to the belief that
individuals with disabilities or special needs must
be provided with the same training and
opportunities given their normal counterparts
enabling them to maximize their potentials, achieve
some degree of independence in leading their live,
and access and participate in the benefits provided
or available in their community.
It started in Scandinavia and swept across
America in the 60’s.
It is now anchored on legal mandates and
international covenants.
The Magna Carta for Disables Persons
(RA#7277) in the Philippines.
Individuals with disabilities education act
(IDEA 2007) in the United States.
Salamanca Statement and framework of
action in 1994, Spain, collectively done by
participants from 25 international organizations and
92 governments.
The IDEA Act Mandates
Ensures that all children with disabilities are
entitled to a free appropriate public education to
meet their unique needs and prepare them for
further education, employment, and independent
living.
 Zero Regret
 Non-Discriminatory Testing.
 Free and appropriate education in a least
restrictive environment.
 Due process especially along placement
decision-making.
 Parent participation, among others.
Special Learners Served
under IDEA/ Individuals with
Disabilities Education Act
Autism
It is a severe lifelong disability
manifested within the first 3 years of life,
characterized by in communication, learning
and reciprocal social interaction.
Communication Disorder
A disorder of articulation, fluency,
voice, or language that adversely affects
educational performance; are a severe
communication deficit that may require that
use of an augmentative or alternative
communication system such as sign
language, commutation boards or electronic
devices.
Deaf-Blindness
Individuals in this category have moderate
to severe impairments both vision and hearing; a
separate category because of the unique learning
needs presented and specialized services required.
Hearing Impairment
Individuals in this category have moderate
to severe impairments both vision and hearing; a
separate category because of the unique learning
needs presented and specialized services required.
Mental Retardation
Significantly below average intellectual
function, as well as concurrent deficit in “adaptive
behavior” (age-appropriate personal independence
and social responsibility); individuals with mental
retardation may exhibit generalized problems in
learning, memory, attention, problem solving,
academic, and social functioning; manifested
between birth and age 18, and negativity affects
educational performance.
Multiple Disabilities
 Includes any individuals with two or more
disabling conditions; often includes mental
retardation as one of the categories and is usually
used when disorders are serious and interrelated to
such an extent that is difficult to identify the
primary area of disability, does not include deaf-
blindness.
Orthopedic Impairments
Are associated with physical conditions that
seriously impair mobility or motor activity; includes
individuals with cerebral palsy or diseases of the
skeleton or muscles, and accident victims.
Other Health Impairment
Include chronic or acute health-related
difficulties that adversely affect educational
performance and is manifested by limited strength,
vitality. or alertness; can include such health
problem as heart conditions; sickle cell anemia; lead
poisoning; diabetes; HIV, the virus that causes
acquired immu7ne deficiency syndrome (AIDS); or
(AIDS) itself.
Serious Emotional Disturbances [SED]
In the federal definition, SED is not intended
to apply to socially maladjusted children unless they
are also characterized as having serious emotional
disturbances.
Specific Learning Disabilities
A disorder in one or more of the basic
psychological processed involved in the
understanding or in using language, spoken or
written that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell or do
mathematical calculations.
Traumatic Brain Injury
An acquired injury to the brain due to
external face resulting in total or partial functional
disability or psychosocial impairment, or both
which adversely affects child’s educational program
(Federal register 1992, p.44802.
Visual Impairment
A loss of vison that can affect the child’s
educational performance because they can read and
write.
Crystallizing an Inclusive Education
System
Preparation Phase
Ideological Foundations
These concerns on what ideologies in which
the deciding and implementation should be based
on along with the principles and guidelines that will
serve as a support for the program.
Vision-Mission and Objectives
In which determine goal and its objectives to
achieve the goal are discussed.
Pupil Accommodation
These concerns about the important
considerations in admission. always remember that
in inclusive education, admission is based on age
regardless of the disability, ability, gender, and
background. it is also about the information about
the child to be provided by the parents.
Physical Structure
It is about the equipment, facilities,
lightning, ventilation, and chairs considering the
presence of the child.
Staff Preparation
Talks about the training of the school staffs
and support persons regarding the implementation
of inclusion these persons includes, teachers,
security guards, ang so on.
Parent Preparation
These concerns about the involvement ang
participation of the parents for in inclusion.
Curricular and Instructional Preparation
 This are the preparation for the materials to
be used and who will be in volve for the regular
class.
Implementation Phase
Instructional Individualization
It’s about the operationalizing the place
which includes the implementing the guidelines and
logistics
Collaboration with Parents
It’s about the collaboration with the parents
and the purpose of this collaboration.
Networking with Support Service Givers
These is about the objectives of
implementing the guidelines ang logistics in
network with the support persons.
A materials Production/ Technology
Utilization
These is about the objective on
implementing the guideline and logistics in using
the materials ang technology.
Evaluation and Sustenance Phase
CONTINUOUS PROGRESSION SCHEME
(CPS)
CRITERION-REFERENCED
TEACHING/EVALUATION (CRT/E)
MULTIDISCIPLINARY TEAM
EVALUATION
COLLABORATION WITH THE FAMILY
AND THE COMMUNITY
TRANSITION
A child is assessed to have” a typical behavior’
or does not meet expected developmental norms for
actual or adjusted age in one or more of the
following areas of development:
1. Perceptual
2. Fine or Gross motor
3. Social or Emotional
4. Adaptive or Self-Regulation
5. Language or Communication
6. Cognitive
Delay
It is a measured by using validated
developmental assessments. Delays may be mild,
moderate, or severe.
Causes of Developmental Delay
• poor birth outcomes
• inadequate stimulation and nurturing care from
birth onward
• malnutrition
• chronic ill health and other organic problems
• Psychological and familial situations or
• other environment factors.
DIABILITIES and CLASSIFICATIONS
• Physical Movement
• Cognitive reasoning
• Sensory Functions
• Self-Care
• Memory Self-Control
• Learning or
• Relating to others.
Integrated Services including services for:
• Parent education and support
• Early stimulation
• Child development, care and education
• Preventive and basic health care
• Nutrition education and supplementation
• Home and community sanitation
• In case of special family needs, judicial
protection, protective services or family therapy
may be needed.
Process of Inclusion: Philippine Model
Partial Mainstreaming Towards Inclusion
• Students are educated in regular classes at
least half day.
• Receive additional help or specialized
services
• Pull-out
• Placements of the students with disabilities
in the regular classroom for part of their
instructional day but not as primary placement,
self-contained classroom are offered a regular
education curriculum.
Full Mainstreaming towards Inclusion
• Having a complete regular instruction
• Receive all special services in general
classroom
• It also means putting your child with special
education needs in the general education
classroom for some or most of the day for your
child may also have some instruction in a special
education.
DIFFERENCE BETWEEN MAIN
STRESS AND INCLUSION
Partial Inclusion
Students with moderate to severe disabilities
are included in a regular education classroom but
are pulled for required services such as speech or
occupational therapy to a more segregated setting.
Full Inclusion
Students with moderate to severe disabilities
are included in the regular education classroom and
supports and aids are given to the regular education
teacher to assist the special education student in the
classroom.
TRANSITION PROGRAM
It is defined in this context as moving and
progressing from one stage of life to the next. In the
case of the children with disabilities, the initial
shifting of environment is from the home to the
neighborhood.
It is a preparation for career development
which is considered as the “totality of experience
through which one learns about and prepares to
engage in work as part of his/ her way of living.”
A Transition is an IDEA mandated special
education program available to students age 18-22
who have met graduation requirements and continue
to work toward individual goals in deficit areas.
Transition goals may include the following areas:
• Vocational training
• Independent Living skills
• Transportation training
• Community Based- Training
• Functional Academic
• Employment/Education
Transition Program in the Philippines
Transition to school life
It may include children and adult special
learners who would like to attend or who have been
assessed to be ready for regular school under the
inclusion program.
Transition after post
Secondary Schooling It includes programs
that will prepare special learners for vocational
courses and on the job trainings.
Transition from school to entrepreneurship
It includes programs that will allow special
learners to become entrepreneurs in their respective
communities.
Transition Program in the Philippines
Transition from school to adult life
It includes programs that will allow students
to adjust and adapt to adult life.
Transition to functional life
Elaborate on what you want to discuss.
Includes learning of life skills that will allow the
special learners to learn how to take care of
themselves and develop some special skills that
they can use every day.
SUSTAINING PROGRAM
SUSTAINING PROGRAMS for CHILDREN
with DISABILITIES
• Establishment of 276 Special • Conduct of implementation planning activities for
Education Centers nationwide the national and regional clusters
• Provision of SPED items • Celebrating IP month in October
• Downloading of funds
• Conduct of training programs for
teacher handling children with various
disabilities
• Conduct of training for school heads
and supervisors
• Development of instructional
materials for children with disabilities
• Conduct of advocacy strategies like
the SPED caravan in regions and divisions
without SPED center or without SPED programs
• Implementation of various
intervention programs, like:
Early Intervention
Transition program
Head start program

NATIONAL IP EDUCATIONAL
POLICY
INDIGENOUS PEOPLES EDUCATION
POLICY ACTIONS
• To provide access to quality basic education
• To ensure the preservation, recognition, promotion
and protection of the rights of indigenous peoples
to ancestral domain, cultural identity and heritage.
OBJECTIVE
• The national IP Educational Policy Framework
operationalized in all schools
INDIGENOUS PEOPLES EDUCATION
ACTIVITIES
• Launching of the Philippine’s Response to
Indigenous Peoples and Muslim Education
(PRIME)- a facility for IP and ME