STUDY GUIDE FOR MODULE NO.

DEFINITION, GOALS, AND SCOPE OF SPECIAL AND INCLUSIVE

EDUCATION
MODULE OVERVIEW

Proper and good education is very important for all of us. It facilitates quality learning all through the life
among people of any age group, race, status, color, religion and region. It is the process of achieving
knowledge, values, skills, beliefs, and moral habits. Education is very necessary for each and everyone in
order to improve knowledge, way of living as well as social and economic status throughout the life. All
citizens have the right to education even those persons with disabilities. Two concepts are important here
i.e., Inclusive Education and Special Education.

Special education is the practice of providing individualised instruction and support to students with
disabilities or learning difficulties. It is designed to be need-based and individualised, which means that
every student in special education will have a different plan depending on their needs, abilities and goals.
Inclusive education, on the other hand, is the practice of educating students with disabilities alongside their
peers without disabilities, in the same classroom. It is meant for all learners. Inclusive education is based on
the premise that all students develop and learn differently, and therefore one fixed way of teaching and
learning cannot ensure successful outcomes for all. (Bhalla, 2020)

On this learning module, you will understand more the definition, goals, and scope of Special and
Inclusive Education. Also, historical timeline will be discussed in this module to further understand and be
aware of the development of Inclusive and Special Education.
MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. To be able to define the different terms in Special and Inclusive Education
2. To be able to spell out the different acronyms related to Inclusive Education
3. To be able to construct meanings of the different terms and acronyms
4. To be able to make use of timeline in discussing the historical foundations of special and inclusive
education

DEFINITION, GOALS, AND SCOPE OF INCLUSIVE AND SPECIAL EDUCATION

Definition

Inclusive Education
Inclusive education means different and diverse students learning side by side in the same classroom.
They enjoy field trips and after-school activities together. They participate in student government together.
And they attend the same sports meets and plays.

Special Education
Special education (also known as special needs education, aided education, exceptional education or
Special Ed) is the practice of educating students in a way that addresses their individual differences and
needs. Ideally, this process involves the individually planned and systematically monitored arrangement of
teaching procedures, adapted equipment and materials, and accessible settings. These interventions are
designed to help individuals with special needs achieve a higher level of personal self-sufficiency and
success in school and in their community which may not be available if the student were only given access
to a typical classroom education.

Definition of Terms

• A disability is an impairment that may be cognitive, developmental, intellectual, mental, physical,

sensory, or some combination of these. It substantially affects a person's life activities and may be
present from birth or occur during a person's lifetime.
• Disability is an umbrella term, covering impairments, activity limitations, and participation
restrictions.
• Impairment is a problem in body function or structure; an activity limitation is a difficulty
encountered by an individual in executing a task or action; while a participation restriction is a
problem experienced by an individual in involvement in life situations.
• Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction
between features of a person’s body and features of the society in which he or she lives.

• Educators at all levels refer to special needs students as those with exceptionalities. In general,
exceptionalities fall in six broad categories:

• Intellectual. This includes students who have superior intelligence as well as those who are slow
to learn.
• Communicative. These students have special learning disabilities or speech or language
impairments.
• Sensory. Sensory-grouped students have auditory or visual disabilities.
• Behavioral. These students are emotionally disturbed or socially maladjusted.
• Physical. This includes students with orthopedic or mobility disabilities.
• Multiple. These students have a combination of conditions, such as orthopedically challenged and
visually impaired.
• Mainstream - People, activities, or ideas that are part of the mainstream are regarded as the
most typical, normal, and conventional because they belong to the same group or system as most
others of their kind.
• Integration - Integration is placing persons with disabilities in existing mainstream education without
changing the system of education delivery.
• Segregation - Segregation occurs when students with disabilities are educated in separate
environments (classes or schools) designed for students with impairments or with a particular
impairment.
• Inclusion - Inclusion involves a transformation of the education system with changes and
modifications in content, teaching methods, approaches, structures, strategies, and review
mechanisms in place.

Acronyms Related to Special and Inclusive Education

 • LSEN - Learners with Special Educational Needs (South Africa)

• CWSN - Children with Special Needs

Schools affiliated to CBSE were advised (Circular No. 45 dated 29th October, 2008) to ensure that
no child with special needs is denied admission in main stream schools, it has been observed that
there are many schools affiliated to CBSE who are not abiding by this directive.

• PWD - Persons with Disability

• ID - Intellectual Disability
Intellectual Disability (ID), once called mental retardation, is characterized by below-average
intelligence or mental ability and a lack of skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but they learn them more slowly. There are
varying degrees of intellectual disability, from mild to profound.
• GDD - Global Developmental Delay
A child with GDD is one who is considered to have significantly lower intellectual functioning than
their peers.

To be diagnosed under GDD, the child must also be significantly limited in at least two
developmental domains, including, gross motor, vision and fine motor, communication (i.e.
speech/hearing/language) and social skills.

• ADHD - Attention Deficit Hyperactivity Disorder

ADHD is a highly genetic, brain-based syndrome that has to do with the regulation of a particular
set of brain functions and related behaviors.

• LD – Learning Disability
A learning disability is a neurological disorder. In simple terms, a learning disability results from a
difference in the way a person's brain is "wired." Children with learning disabilities are as smart or
smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling
and/or organizing information if left to figure things out by themselves or if taught in conventional
ways.

The Historical Foundations of Special and Inclusive Education

The Beginning of Special Education

As recent as a hundred years ago, children with disabilities received little, if any, formal
education. In the tradition of segregating students during the middle to late 19 th century, special
schools for those with disabilities continued to be created in the early 1900s. These schools claimed
to educate children; however, they primarily served as residential facilities and institutions.
Even in 1918, as states began creating a nationwide public school system, children with disabilities
were usually excluded.
 Between 1850 and 1950, special classes with people trained to care for individuals with
disabilities began to develop as teachers noted differences among students. During these years,
groups of parents of children with developmental disabilities started schools and programs.
Although these developments were sporadic, they began to positively change ideas about
teaching these children. Attitudes continued to change in the mid-1920s as educators began to
see the value of education and community involvement for individuals with disabilities. Still, children
continued being placed in institutions as many parents believed these facilities offered the
only educational opportunity available to their child. Special education was typically only offered
in large cities.

Improved Educational Opportunities

While the Supreme Court ruled in 1954 that students could not be separated in schools
because of race, the parents’ movement worked to change the belief that individuals with disabilities
could not be taught. The movement additionally improved conditions in state institutions, created
educational and employment opportunities, and proposed legislation. In public schools, however,
more than a million students were excluded and another 3.5 million did not receive appropriate
services. As many laws specifically exclude children with certain disabilities, only one in five have
the right to an education.

IDEA

Beginning with the Rehabilitation Act of 1973 and its amendments of 1986 and 1992,
employment and educational rights of people with disabilities were guaranteed from institutions
receiving federal funding. Then, with the passage of the Individuals with Disabilities Education Act
(IDEA), all school districts were required to develop and provide a free, appropriate public education
for all children. The first major legislation of its kind, IDEA required that education be provided in the
least restrictive environment for each child, meaning that students with disabilities should be taught
in neighborhood schools in general education classes.
The U.S. Court of Appeals ruling, with Timothy v. Rochester School District, established that
all school districts have the responsibility for educating every child, including those with
disabilities. The Americans with Disabilities Act of 1990 further protected school-aged children with
disabilities outside of education in employment and access to public and private services.

Inclusion: Another Way to Educate

Although still rare in many school districts, real special education inclusion began in the
1990s when children with physical disabilities gained access to neighborhood schools. For children
with developmental disabilities in 1993, though, separate classes remain the norm. The
reauthorization of IDEA in 1997 guaranteed more than access to education for students with
 disabilities; it ensured the rights to a quality education and quality outcomes. Another reauthorization
of IDEA occurred in 2004 to align it more closely with the general education No Child Left Behind Act
of 2001, while retaining, expanding, and clarifying important elements of the 1997 law.

The onset of inclusion has resulted in over 90% of students with disabilities receiving
education in typical schools and almost half were included in the general classroom 80% of the day
during the 1999-2000 school year. An increasing number of students with disabilities are graduating
from high school, with over half earning a diploma. Full inclusion is still years away, though, as
millions with disabilities learn in special education classrooms.

The Past
People who had a disability were seen as mentally ill. Many of them were placed in Mental intuitions
called Insane Aslyms and were being "cured". They were treated in very inhumane ways making life

expectancy short for many.

Timeline A

How did special Education move forward?

1975: Education for all Handicapped

This law was created as an effort to provide the millions of children with disabilities a proper
education. This included: Zero Reject, Free Appropriate Education, Least, Restrictive Environment, Parental
Participation, Evaluations, IEP Programs

1990: Individuals with Disabilities Act (IDEA)

It was designed to protect the rights of students with disability by ensuring that everyone receives a
free appropriate public education (FAPE), regardless of ability.
The Civil Rights moment inspired the Disability Rights Movement. This movement was to get rights
for physical barriers such as wheelchair lifts, curb cuts, buses and ramps. This movement was also started
to eliminate labels and stereotypes associated with people with disabilities. This overnight in 1940 parent
organizations formed for the right to educate children with disabilities. The American Disabilities Act (ADA)
came out of this movement in the 20th Century for right for disabled people to work.

Present and Future of Special Education

After IDEA was passed there was more push for inclusion in public schools. The idea of inclusion is
that special education students can be in regular education schools and not segregated. Inclusion also means
the teacher and school are doing everything in their power to make sure that the student is fully included.
The picture below is of how inclusion classrooms can be set up to provide equal education in a classroom.

Gifted and talented is now part special education and is growing in

numbers. However, for future need, schools need to seek out children who are advance in poverty districts
and students of color. Some schools have made efforts to put students with learning disabilities in gifted and
talented programs.

Timeline B
 SUMMARY

Here are some pointers to remember:

• Inclusive education means different and diverse students learning side by side in the same
classroom.
• Inclusive education values diversity and the unique contributions each student brings to the
classroom.
• Special education (also known as special needs education, aided education, exceptional education
or Special Ed) is the practice of educating students in a way that addresses their individual
differences and needs.
• Learning disabilities are due to genetic and/or neurobiological factors that alter brain
functioning in a manner which affects one or more cognitive processes related to learning.
• Inclusion gives all learners the opportunity to show their potential to people around them.
 STUDY GUIDE FOR MODULE NO. 2

INCLUSIVE EDUCATION IN THE PHILIPPINES

MODULE OVERVIEW

In striving to educate as many children as possible and with limited funds to build a separate special
education infrastructure to cater to the needs of children with disabilities, inclusive education was officially
adopted in 1997 by the Department of Education in the Philippines as a viable educational alternative.

Inclusive Education is the core principle of the K to 12 Basic Education Program. This promotes the right
of every Filipino to quality, equitable, culture-based, and complete basic education. Through inclusive
education, all Filipinos will realize their full potential and meaningfully contribute to building the nation2 The
inclusiveness of the K to 12 Education.

On this learning module, you will understand and be aware of the Philippine’s Department of Education
on its Vision, Mission, and the Policy Guidelines on the K-12 Basic Education Program.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

5. 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;
6. Demonstrate knowledge of responsive special and inclusive education programs for diverse
learners; and
7. Compare and contrast Inclusive Education in the Philippines with that of International standards.

INCLUSIVE EDUCATION IN THE PHILIPPINES (DEPED)

I. Definitions

Inclusive education

The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of accepting
all children regardless of race, size, shape, colour, ability or disability with support from school staff, students,
parents and the community. 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.

Special education needs

The proposed 2019 Special Education Act defines learners with special needs as children who differ in
mental characteristics, sensory ability, neuromuscular or physical characteristics, social abilities or multiple
handicaps and/or have a lag in development requiring tailored school practices or special education services.
The act includes gifted, talented, disabled, impaired and handicapped persons in need of special education
and services of rehabilitation.

II. School Organization

Considered an inclusive and learner-centred teaching and learning strategy, the 2016 Basic Education
Research Agenda defines inclusive education as a cross-cutting issue implemented through special
education, indigenous peoples’ education, madrasa education, the country's Alternative Learning System
and alternative delivery modes.

• Special education (SPED) is part of the country's education system and is implemented through a
specific programme targeting both children with disabilities and gifted and talented learners, who
need a systematic and deliberate process to achieve functional literacy and achieve their individual
potential and capability. Supporting the 1997 Magna Carta for Disabled Persons,
the 1997 Department Order No. 26 on Institutionalization of SPED Programs in All
Schools established at least one special education centre for children with special needs in all
schools. Called resource centres for inclusive education, the centres were intended to support the
integration of children with disabilities into regular schools through the production of appropriate
teaching materials and continuous assessment. Specific guidelines to set up special education
centres in regular schools were defined in 2000. The 2019 Special Education Act aims literally to
institutionalize inclusive education though the institutionalization of at least one special education
centre in each school division and three such centres in larger divisions, equipped with adequate
qualified staff and administered by the principal of the regular school.
• Indigenous peoples’ schools are registered within the Department of Education and mainstreamed
in the national education system but benefit from some flexibility in terms of curriculum, teacher
recruitment and school calendar.
• Madrasa education was institutionalized in 2004 through the Standard Curriculum for Elementary
and Public Schools and Private Madaris (i.e. madrasa schools), and then improved with the Refined
Elementary Madrasah Curriculum in 2011 in public elementary schools with at least 15 Muslim
students and in private madaris. Madrasa education is provided in public and private schools within
the context of Muslim culture, customs, traditions and interests through the integration of the Arabic
Language and Islamic Values Education (ALIVE) in the basic education curriculum.
• The Alternative Learning System is a parallel learning system to the formal education system usually
conducted in community learning centres. Established by the 2001 Governance of Basic Education
Act, it provides an opportunity for the out-of-school population to access and complete basic
education.
• Alternative delivery mode programmes are based on self-learning modules to cater for learners in
difficult and different circumstances.

III. Laws, Plans, Policies and Programmes

The 1987 Philippine Constitution enshrines the right to quality education for all citizens and mandates the
state to take appropriate steps to make it accessible to all (Art. 14, Section 1). The state must also establish
an integrated education system build upon the needs of the people (Art. 14, Section 2). The 2013 Enhanced
Basic Education Act calls for learner-oriented and responsive education provision according to the needs,
cognitive and cultural capacity, circumstances and diversity of all learners through target-based
programmes. The 2015 Education Plan reaffirms the overarching nature of inclusive education for the policy
and planning framework for education for all.

Disability

The 1997 Magna Carta for Disabled Persons, amended in 2007, mandates the state to ensure that persons
with disabilities have access to quality education, making special education provision able to serve various
types of impairments, in particular the visually impaired, hearing impaired, those with intellectual disabilities
and other types of exceptional children throughout the country.

In response to the implementation of the Magna Carta, the 1997 Department Order No. 26 on
Institutionalization of SPED Programs in All Schools established resource centres 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.

Memorandum orders in 2000, 2006 and 2008 contained provisions on reasonable accommodation in higher
education. In particular, the 2008 Manual of Regulations for Private Higher Education encourages private
higher education institutions to admit students with disabilities.

Inclusion of children with special needs was promoted in the 2013 Early Years Act, for example through the
use of Filipino Sign Language as the visual language of the deaf community, and in 2013 with the Enhanced
Basic Education Act, which encourages the implementation of the Alternative Learning System to cater for
the needs of the target group. The 2015 Education Plan calls for an expansion of the current basic education
services through the multiplication of special education classes within the regular elementary and secondary
schools and through the inclusion of learners with disabilities into existing regular classes.

Gender

Gender equality is enshrined in the 1987 Constitution (Art. 14, Section 14). The 2009 Philippine Magna Carta
of Women establishes a non-discriminatory and pro-gender equality and equity framework for policy
formulation and implementation. In relation to education, it reaffirms the right of equal access and elimination
of discrimination in education, scholarships and training. In addition, it declares unlawful the discrimination in
education of women due pregnancy out of marriage in the form of expulsion, non-readmission or enrolment
prohibition.

In 2013, a joint memorandum was adopted by various government bodies, including the Department of
Education, to mainstream gender perspectives in local planning, programming and budgeting.

Ethnic and linguistic groups and indigenous groups

Encouraged by the 1987 Constitution (Art. 14, Section 2), indigenous peoples’ education was formally
regulated in the 1997 Indigenous Peoples’ Rights Act. The latter lays down indigenous peoples’ right to equal
access to cultural opportunities, including through the education system, where they have the right to receive
education in their own language through the establishment and control of education institutions, respecting
their cultural methods of teaching and learning. Although Filipino and English are recognized as official
languages for communication and instruction, regional languages are acknowledged to serve as ‘auxiliary
media of instruction’ (Art. 6, Section 7 of the Constitution).

In response to the distinct education needs of indigenous communities, the 2004 department order
titled Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities allows the school
curriculum to be adjusted according to the cultural interest of the community, as long as core learning
competencies are cultivated. Based on the Indigenous Peoples’ Rights Act, a 2010 department order on
the Alternative Learning System curriculum for indigenous peoples’ education draws on the Alternative
Learning System curriculum while taking into account the concerns of indigenous peoples. The
2013 Enhanced Basic Education Act reaffirms that basic education for kindergarten and for the first three
years of elementary education must be provided in languages understood by the learners. It further mandates
the Department of Education to formulate a mother-language transition programme from the first local
language to English for other grades.

At the policy level, the 2011 department order Adopting the National Indigenous Peoples Education Policy
Framework aimed to create an inclusive and respectful education system for learners belonging to minority
groups, ensuring universal and equitable access of all indigenous people to quality and relevant basic
education and providing adequate and culturally appropriate learning resources and environments. In
particular, the framework intends to integrate indigenous knowledge systems and practices and recruit and
train teachers and learning facilitators engaged in implementing education programmes for indigenous
people. Since 2012–13, mother tongue-based multilingual education (MTB-MLE) has been implemented
nationwide, with 19 local languages now used for instruction.

The Philippines’ Response to Indigenous and Muslim Education (PRIME) programme is an education
development initiative of the Department of Education that seeks to improve equitable access to and quality
of basic education for girls and boys in disadvantaged indigenous and Muslim communities.

Poverty

Within the school health and nutrition programmes, the breakfast feeding program aims to improve the
nutritional status of its beneficiaries and increase their attendance rate. Expanded to 14 regions, the
programme serves undernourished children from kindergarten to grade 3. With the introduction
of implementation guidelines in 2012, the feeding initiative was renamed School-Based Feeding Program
and gave more flexibility to schools.

With the aim of addressing the poorest Filipinos, the Conditional Cash Transfer programme provides a
monthly education subsidy to encourage school attendance.

Children engaged in labour

The 2015 Education Plan identifies children engaged in labour as a specific group of unreached and
underserved learners. It sets out to strengthen the implementation of distance learning programmes at
elementary and secondary levels to reach out to children who cannot attend regular classes.

Street children
The 2015 Education Plan calls for strengthening current partnership between government agencies and
partners and the Department of Education to reach out to street children and their families and provide them
with basic education and other basic services.

IV. Governance

Coordination across sectors

The 2019 Special Education Act intends to establish the Bureau of Special Education to institutionalize and
manage special education. It is to design an appropriate curriculum and tailored programmes and supervise
divisions for gifted and talented youth and children and youth with disabilities within the Department of
Education. It is also responsible for early identification of special needs and the provision of medical and
financial assistance.

According to the 2015 new organizational structure of the Department of Education, the Bureau of Learning
Delivery is in charge of the Student Inclusion division.

At present, the Bureau of Alternative Learning System, under the Department of Education, is in charge of
non-formal education. Strengthened in 2004, it addresses the learning needs of all marginalized learners,
including indigenous learners. Madaris are also under the jurisdiction of the Department of Education,
although most of them are private and locally managed.

Development programmes and service delivery for persons with disabilities, including in education, are
managed by the National Council on Disability Affairs, a national government agency with the mandate to
formulate policies and coordinate the activities of all public and private organizations dealing with disability
issues and concerns.

Through the 2013 Department Order No. 27, the Department of Education institutionalized the Gender and
Development Focal Point Systems, an institutional mechanism to ensure gender mainstreaming in
government offices at the national, regional and school levels.

Coordination across government levels

According to the 2019 Special Education Act, local governments bear the responsibility for special
education institutions, the organization of parent–teacher associations and coordination with other civil
society actors.

V. Learning Environments

Infrastructure

The 1983 Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings, Institutions,
Establishments and Public Utilities to install Facilities and Other Devices sets specific provisions to ensure
access to school to some specific groups of people with disabilities.
Curriculum

The 2009 Philippine Magna Carta of Women calls for a revision of educational materials and curricula to
avoid gender stereotypes and images and ensure that gender-sensitive language is used. Gender-related
modules have been developed and launched in the basic education curriculum.

According to the 2013 Enhanced Basic Education Act, the national basic education curriculum must be
learner-centred, inclusive and developmentally appropriate, culturally sensitive, consistent with the principles
and framework of MTB-MLE and flexible in order to allow schools to localize and indigenize according to the
context.

Learning materials

Appropriate learning materials have been prepared to support the indigenous peoples’ curriculum, open to
consultation and translated into 14 different languages. Indigenization of learning materials is encouraged in
Occidental Mindoro and Oriental Mindoro provinces.

VI. Teachers and Support Personnel

Teachers’ right to professional development is enshrined in the Constitution (Art. 14, Section 5). However,
with regards to special education, trainings are not provided on a regular basis. Ad-hoc programmes are
implemented upon the specific request of local authorities. At the national level, a training for special
education teachers has been organized by the Department of Education’s Bureau of Elementary Education,
while trainings on visually impaired learners and those with multiple disabilities were provided by non-
government organizations from 2007 and 2009.

According to the 2000 Memorandum Order No. 23 on Quality Education for Learners with Special Needs,
teacher training institutions must include special education courses at the undergraduate and graduate levels
and provide further learning opportunities for qualified special education teachers through scholarship
programmes, in coordination with the Commission on Higher Education and other government and non-
government agencies.

The 2009 Philippine Magna Carta of Women calls for capacity building on gender and development for
teachers and personnel involved in the education sector.

VII. Monitoring and Reporting

Within the Basic Education Information System (BEIS), all Department of Education offices and units gather
relevant data from schools, learning centres and education programmes for the effective planning and
implementation of education programmes.

Inclusive Education Program

1. 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) 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.

2. 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.

3. Madrasah Education

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 endeavours of the country.

4. 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.

5. Alternative Learning System (ALS)

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.

6. Alternative Delivery Mode (ADM)

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 No.
10618 (An Act Establishing Rural Farm Schools as ADM of Secondary Education and Appropriating Funds
Therefor).8 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.

7. 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.

SUMMARY

Here are some pointers to remember:

• The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of
accepting all children regardless of race, size, shape, colour, ability or disability with support from
school staff, students, parents and the community.
• The proposed 2019 Special Education Act defines learners with special needs as children who differ
in mental characteristics, sensory ability, neuromuscular or physical characteristics, social abilities
or multiple handicaps and/or have a lag in development requiring tailored school practices or special
education services. The act includes gifted, talented, disabled, impaired and handicapped persons
in need of special education and services of rehabilitation.
• According to the 2013 Enhanced Basic Education Act, the national basic education curriculum must
be learner-centred, inclusive and developmentally appropriate, culturally sensitive, consistent with
the principles and framework of MTB-MLE and flexible in order to allow schools to localize and
indigenize according to the context.
• DepEd recognizes the need for teachers to undergo professional trainings and seminars related to
special education and inclusive education programs.
• Inclusive education program includes the following: Multigrade Education, SPED, Madrasah
Education, Indigenous Peoples Education, ALS, Alternative Delivery Mode, Alternative Learning
System – Education Skills and Training.
 STUDY GUIDE FOR MODULE NO. 3

INCLUSIVE EDUCATION IN OTHER COUNTRIES

MODULE OVERVIEW

According to UNICEF, 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. Hence, most countries from all over the world
are led towards the promotion of inclusive education to all learners.

On this learning module, you will understand more the Individuals with Disabilities Act (IDEA-US) and be
able to present the promotion of Inclusive Education in other countries.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

8. Demonstrate an in-depth understanding of the Individuals with Disabilities Act (IDEA-US); and
9. Compare and contrast Inclusive Education in the Philippines with that of International standards.

IDEA-US (The Individuals with Disabilities Education Act)

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate
public education to eligible children with disabilities throughout the nation and ensures special education and
related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and
related services to more than 7.5 million (as of school year 2018-19) eligible infants, toddlers, children, and
youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention
services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related
services under IDEA Part B.

Additionally, the IDEA authorizes:

• Formula grants to states to support special education and related services and early intervention
services.
• Discretionary grants to state educational agencies, institutions of higher education, and other
nonprofit organizations to support research, demonstrations, technical assistance and
 dissemination, technology development, personnel preparation and development, and parent-
training and -information centers.
Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-
95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals
to participate in or contribute to society. Improving educational results for children with disabilities is an
essential element of our national policy of ensuring equality of opportunity, full participation, independent
living, and economic self-sufficiency for individuals with disabilities.

Purpose of IDEA

The stated purpose of the IDEA is:

• to ensure that all children with disabilities have available to them a free appropriate public education
that emphasizes special education and related services designed to meet their unique needs and
prepare them for further education, employment, and independent living;
• to ensure that the rights of children with disabilities and parents of such children are protected;
• to assist States, localities, educational service agencies, and Federal agencies to provide for the
education of all children with disabilities;
• to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary,
interagency system of early intervention services for infants and toddlers with disabilities and their
families;
• to ensure that educators and parents have the necessary tools to improve educational results for
children with disabilities by supporting system improvement activities; coordinated research and
personnel preparation; coordinated technical assistance, dissemination, and support; and
technology development and media services;
• to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

History of the IDEA

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped
Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). In
adopting this landmark civil rights measure, Congress opened public school doors for millions of children with
disabilities and laid the foundation of the country’s commitment to ensuring that children with disabilities have
opportunities to develop their talents, share their gifts, and contribute to their communities.

The law guaranteed access to a free appropriate public education (FAPE) in the least restrictive
environment (LRE) to every child with a disability. Subsequent amendments, as reflected in the IDEA, have
led to an increased emphasis on access to the general education curriculum, the provision of services for
young children from birth through five, transition planning, and accountability for the achievement of students
with disabilities. The IDEA upholds and protects the rights of infants, toddlers, children, and youth with
disabilities and their families.

In the last 40+ years, we have advanced our expectations for all children, including children with
disabilities. Classrooms have become more inclusive and the future of children with disabilities is brighter.
Significant progress has been made toward protecting the rights of, meeting the individual needs of, and
improving educational results and outcomes for infants, toddlers, children, and youths with disabilities.

Since 1975, we have progressed from excluding nearly 1.8 million children with disabilities from
public schools to providing special education and related services designed to meet their individual needs to
more than 7.5 million children with disabilities in 2018-19.

In 2018-19, more than 64% of children with disabilities are in general education classrooms 80% or
more of their school day (IDEA Part B Child Count and Educational Environments Collection), and early
intervention services are being provided to more than 400,000 infants and toddlers with disabilities and their
families (IDEA Part C Child Count and Settings).

Other Laws for Children with Disabilities

The U.S. Department of Education’s Office for Civil Rights (OCR) provides additional resources of
interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section
504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

Rehabilitation Act of 1973, Section 504

 The Rehabilitation Act of 1973, Section 504 addresses protections for students with disabilities.
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and
activities that receive Federal financial assistance from the department. OCR enforces section 504 in public
elementary and secondary schools.

Section 504 states: “No otherwise qualified individual with a disability in the United States… shall,
solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving Federal financial assistance….”

Americans with Disabilities Act of 1990, Title II

OCR also enforces Title II of the Americans with Disabilities Act of 1990, which extends protection
against discrimination to the full range of state and local government services, programs, and activities
including public schools regardless of whether they receive any Federal financial assistance.
OCR shares in enforcement of Title II of the Americans with Disabilities Act with the U.S. Department
of Justice.

SUMMARY

Here are some pointers to remember:

• The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate
public education to eligible children with disabilities throughout the nation and ensures special
education and related services to those children.

• IDEA ensures that all children with disabilities have available to them a free appropriate public
education that emphasizes special education and related services designed to meet their unique
needs and prepare them for further education, employment, and independent living;
• IDEA ensures that the rights of children with disabilities and parents of such children are protected;
• IDEA assists States, localities, educational service agencies, and Federal agencies to provide for
the education of all children with disabilities;
• IDEA assists States in the implementation of a statewide, comprehensive, coordinated,
multidisciplinary, interagency system of early intervention services for infants and toddlers with
disabilities and their families;
• IDEA ensures that educators and parents have the necessary tools to improve educational results
for children with disabilities by supporting system improvement activities; coordinated research and
personnel preparation; coordinated technical assistance, dissemination, and support; and
 technology development and media services;
• IDEA assesses, and ensures the effectiveness of, efforts to educate children with disabilities.
 STUDY GUIDE FOR MODULE NO. 4

BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION

MODULE OVERVIEW

Growth and development includes not only the physical changes that occur from infancy to adolescence,
but also some of the changes in emotions, personality, behavior, thinking and speech that children develop
as they begin to understand and interact with the world around them. Skills such as taking a first
step or smiling for the first time are called developmental milestones. Development of the child is very
essential in the educational context. Child development tracks children’s physical, emotional, psychological,
and cognitive growth which are the very domain of education.

Another essential for the development of the child or learner are the policies and laws that protect their
rights and dignity. In inclusive education, policies and laws not only protect the learner but also give security
to the learner as he or she feels safe in the school.

On this learning module, you will be able to understand the bases and different policies that protect the
rights of the learner in Inclusive Education.
MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

10. Demonstrate understanding of the philosophies, theories, and legal bases of special and inclusive
education including its application;
11. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure
learning environments for learners with special needs; and
12. Demonstrate knowledge of the development of Special and Inclusive Education in the local and
international contexts by constructing a historical timeline.

Bases and Policies of Special and Inclusive Education

A. Psychological Bases

Nature and Definition of Psychology

Psychology has greatly influenced the development of modern education.

Educational theory and practice are conditioned by the nature of human behaviour. What
teachers do, how students learn and how teachers can help students learn are the main
influences of psychology on education.

The term psychology has been derived from two words “Psyche” meaning mind and
“Logos” meaning science. Hence psychology is the science of mind. J.B. Watson
characterized psychology as the science of behaviuor. Experimental psychology, tries to
determine the course or tendencies of human behaviour. Applied psychology, intends to
improve human life with the application of the scientific knowledge of the human
behaviour.

Educational Psychology

Educational Psychology has developed to study scientifically the behaviour of the

students and to help the process of education. It tries to study the educational behaviour
of the child and applies the knowledge psychology in education. It is also defined as the
science which describes and explains the changes that take place in individuals as they
pass through various stages of development from birth to maturity. Educational
psychology discusses process of development of the students, process of learning, social
adjustment of the students, individuals differences in physical abilities and mental traits
and powers, interest and motivation of child and various problems associated with the
mental health of the students.

To understand more:

1. The primary aim of education is the total development of the child.

2. Psychology deals with the total behaviour pattern of man.

3. Modern education is child-centric, that is why psychology studies the nature and
behaviour of the child in different facets.

4. Child centricism is the direct effect of psychology on education.

5. Modern education – school as a society, activities have importance in the growth

of the child, education is a life-long process

B. Child Development Theories

Jean Piaget’s Cognitive Development

This theory is concerned with the thought processes of a person and how they are
used to understand and interact with the environment. Piaget’s theory focuses on
children’s intellectual development and has four stages.

1. Sensorimotor Stage – From birth to two years old, a child’s knowledge is limited
to his or her use of the senses.

2. Preoperational Stage – From two to six years old, a child learns through the
use of language. However, mental manipulation of information does not take
place yet.
 3. Concrete Operational Stage – From 7 to 11 years old, a child begins to think
logically and have better understanding of mental operations. However,
abstract concepts are still difficult to understand.

4. Formal Operational Stage – From 12 years old to adulthood, a person has the
ability to think in abstract concepts.

Albert Bandura’s Social Learning Theory

This theory believes that learning takes place through observation and modeling.
As a child observes the actions of the people in his or her environment, new information
is acquired and new skills are developed.

Lev Vygotsky’s Sociocultural Theory

This theory believes that children learn actively through hands-on experiences.
Vygotsky highlights the importance of other people such as parents, caregivers, and
peers in the development of children. Culture plays an integral role as well. Interaction
with others allows learning to be integrated in the child’s understanding of the world. Also
included in the theory is the zone of proximal development, which is the portion in between
one can do on his or her own and with help. Children best learn when they are in this
zone.

Jean Lave’s Situated Learning Theory

Situated learning theory argues that learning occurs best when it takes place in the
context in which it is applied. Students should act in an apprentice capacity within
communities of practice where learning opportunities arise situationally. As students gain
experience and competence they gradually move from an apprenticeship role to full
participants in their community of practice.

C. Philosophical Bases (Inclusion and Equality)

Inclusion

In DepEd Philippines, the 2009 Department of Education Order No. 72 defines

inclusive education as the philosophy of accepting all children regardless of race, size,
shape, colour, ability or disability with support from school staff, students, parents and the
community.

Equality and Equity

Equality is the provision of equal treatment, access, and opportunity to resources

and opportunities (Gunn, 2018). Essentially, everyone gets the same thing, regardless of
where they come from or what needs they might have.
 While, Equity is the provision of personalized resources needed for all individuals to
reach common goals. In other words, the goals and expectations are the same for all
students, but the supports needed to achieve those goals depends on the students’ needs
(Equity Education, 2019).

Equality asserts that every student should have the same access to a high quality
education regardless of where they come from. It also requires that all students be held
to the same standards and objectives regardless of their circumstances, abilities, or
experiences. Equality focuses on what is fair within the group.

On the other hand, Equity recognizes that different students need different
resources to achieve the same goals as their peers. It takes into consideration the fact
that a student with a disability requires different physical supports at school than a peer
who does not have a disability. Equity highlights what is fair for the individual.

Therefore, in Inclusion, all students should have equal access to high quality
education and once they get it, they should be afforded equitable supports to
achieve success.

D. Historical/Sociological Bases

Convention on the Rights of the Child

That children are not just objects who belong to their parents and for whom decisions
are made, or adults in training. Rather, they are human beings and individuals with their
own rights. The Convention says childhood is separate from adulthood, and lasts until 18;
it is a special, protected time, in which children must be allowed to grow, learn, play,
develop and flourish with dignity. The Convention went on to become the most widely
ratified human rights treaty in history and has helped transform children’s lives.

Education for All (EFA)

The Education for All movement 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 an 'expanded vision of learning' and pledged to
universalize primary education and massively reduce illiteracy by the end of the decade
2005-2015.

K to 12 Inclusion Policy

Inclusive Education is the core principle of the K-12 Basic Education Program. This
promotes the right of every Filipino to quality, equitable, culture-based, and complete
basic education. Through inclusive education, all Filipinos will realize their full potential
and contribute meaningfully to building the nation. (DO 21, s. 2009)

E. Legal Bases

a. Article 14, Section 1 of the 1987 Philippine Constitution - The State shall protect
and promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.

b. BP 344 (1983) - Accessibility Law

c. RA 7277 (1992) - Magna Carta for Disabled Persons

* Equal rights and priveleges for PWDs on employment, education, health,
telecommunications, auxilliary social services, accessibility, political and
civil rights.
* Penalties for violations of law

d. Administrtive Order 35 (2002) - National Disability Prevention and Rehabilitation

(NPDR Week) every 3rd week of July

e. Guidelines in the Admission of Students with Disabilities in Higher Education and

Post-Secondary Institutions in the Philippines 2004

f. RA 9442 (2007) - Amendment of RA 7277 (Privelges to PWDs)

* 20% discount priveleges to PWDs
* Change name from Magna Carta for Disabled Persons to Magna Carta for
PWDs
* Added clause on deliverance from public ridicule and vilification

g. NCDA Administrative Order No. 001, s. 2018 - Guidelines on the Issuance of PWD
ID cards relative to RA 9442

h. RA 10070 (2010) - Amendment of RA 7277 (Implementation of Programs and

Services for PWDs in every province, city, and municipality - PDAO Law)

i. RA 10366 (2013) - Accessible Polling Places for PWDs and Senior Citizens

j. Proclamation No. 688, s. 2013 - Declaring the Period of 2013-2022 as the

Philippine Decade of “Make the Right Real” for PWDs

k. RA 10524 (2013) - Amendment of RA 7277 (Expanding the Positions Reserved

for PWDs)
* 1% of all government agencies, offices, corps shall be reserved for PWDs
 * Private companies with over 100 employees are encouraged to reserve at
least 1% for PWDs

l. RA 10754 (2016) - An Act Expanding the Benefits and Priveleges of PWDs

* Exemption of VAT on the following sale of goods and services
* Inclusion of Funeral Services

m. Civil Service Commission MC No. 20, s. 2017 - express lanes for PWDs in all
commercial and government establishments

n. RA 11228 (2019) - Amendment of RA 7277

* All PWDs shall be automatically covered by the National Health Insurance
Program (NHIP) of the Philhealth and that the PhilHealth shall develop exclusive
packages for PWDs that will address their specific health and development needs.

Other laws include:

*RA 10533 Enhanced Basic Education Act – including ALS and Learners with Special
Needs
*RA 8371 Indegenous People’s Right Act
*RA 7610 Special Protection Against Child Abuse and Exploitation
*RA 9344 Juvenile Justice and Welfare Act