Inclusive Practices in the

Philippines
LESSO
N
3

Objectives:
● Determine the inclusive education practices in the Philippines
● Evaluate the existing inclusive education practices in the Philippines
● Present the inclusive education framework of the Philippines

Introduction:

All children should have an equal opportunity to succeed in education. This is

regardless of their background, academic ability, and cognitive level. For a school
community to be safe and welcoming, it must embrace and value diversity and individual
differences. Therefore, all schools should promote inclusive practice in both their teaching
methods and educational activity. The Philippines has been in solidarity in promoting
inclusive education. It has created and adapted practices used in schools. In this lesson we
will determine the inclusive education practices of the country and assess its development.

Activity:

Directions:
1. Consider the word on the chart below.
2. In the first two columns place an x beside any statement you have never heard before or
heard but don’t know what it means
3. In the “Have some Idea” column write down what you think you know about the word.
4. In the “Know it well” write down the definition of the word.

Statement Never Heard Heard it Have some Know it Well

of it Idea

Sensitivity and
Responsiveness
to Context -
recognizing
and valuing
diversity of
learners,
schools and
communities
Sensitive to
social and
cultural
contexts with
the community
as a learning
resource

Flexible, option
of programs
for different
types of
learners

Analysis:

1. Does the statements give essence of inclusion?

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2. Which statements widely practiced in school?

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3. Do you think these statements practiced in school?

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Abstraction

Figure 1. Inclusive Practices Photo Source: https://bit.ly/34EhjsU

Definition of Inclusive Practice

Inclusive practice is a teaching approach that recognises the differences between

students and uses this to ensure that all students can access educational content and
participate fully in their learning. It understands that no two pupils are the same and ensures
that lessons and activities accommodate this.The approach also recognises the benefits that
student diversity can bring to the overall learning experience. In fact, inclusive practice has a
whole range of benefits for students as well as their teachers and families.

Some of the benefits of inclusive practice include:

● Teaching pupils about diversity and equality.

● Developing student empathy and sensitivity to people who are different from
themselves.
● Improving friendships, confidence, and self-image.
● Providing teachers with additional ways to incorporate problem-solving, teamwork,
and collaboration into their lessons.
● Promoting parental confidence that their children are being accepted and can be
successful in the school setting.

The Equality Act 2010 and Schools -explains that it’s unlawful to discriminate against any
pupil because they possess one (or more) of the protected characteristics. Inclusive practice
ensures that pupil diversity is accepted and championed, rather than discriminated against.
 DEPED Inclusive Education Framework (2017)

INCLUSIVE EDUCATION
● Inclusion as a key standard & principle
● SPED, Madrasah Education, IP Education, Special Interest Programs, ADMs/FLOs,
ALS
● Quality differentiated instructions thru:
● Contextualization of curriculum and learning materials
● Equal opportunities for active participation in teaching-learning process
● Provision of options to create, learn and share what they know and what they can do
in both curricular and co-curricular activities
DEVELOPMENT OF LEARNING RESOURCES
● Locally developed and contextualized learning resources ‒ varied contexts in learning
materials ‒ learner’s knowledge’s, learning styles, multiple intelligences, interests ‒
● Sensitive to social and cultural contexts with the community as a learning resource
LEARNING DELIVERY
● Flexible, option of programs for different types of learners based on context,
background, needs, interests
EDUCATIONAL ASSESSMENT
● Formative and evaluative
● Traditional and non-traditional
● Authentic assessment
LEARNING ENVIRONMENT
● Support and complement learning delivery
● Facilitate learning and reinforce effective teaching-learning
● Protects learner’s rights
TEACHER PROFESSIONAL DEVELOPMENT
● all teachers are implementers of inclusive education
● Continuous capacity development based on Phil. Prof. Standards for Teachers
● Inclusive Education in Teacher Education Programs
● Stakeholders involvement in the teaching learning process
SCHOOL LEADERSHIP AND MANAGEMENT
● Inclusive Education in School-based Management and in the School Improvement
Plan
● Encourage practices and innovations
 Teaching Models

School teams spend precious time creating the foundations of inclusive programs for
students with disabilities. Careful thought goes into scheduling co-taught classes, creating
balanced classroom rosters, training co-teaching partners, developing collaborative
relationships, and providing appropriate supports for students with disabilities (Walther-
Thomas, Korinek, McLaughlin, & Williams, 2000).

Here are inclusive teaching models that will assist general education teachers in meeting the
educational needs of their students with disabilities:

1. Parallel Teaching is a collaborative teaching method where two teachers (e.g.,

general education teacher, special education teacher. This approach allows teachers
to split the class in half, with each teacher co-teaching one half.  (Putnam, 1998).

2. Complementary Teaching focuses on teaching students how to learn.  Students are

explicitly taught learning strategies and study skills to enable them to master the
curriculum content.  In the complementary teaching, the general education teacher is
responsible for presenting the lesson content, while the special education teacher takes
responsibility for emphasizing the learning strategies.  Strategy instruction can occur
as a separate mini-lesson, or both strategy instruction and content instruction can be
presented simultaneously in one lesson. (Thousand, & Villa, 2000)

3. Supportive Teaching enhances or reinforces the lesson content by helping students

attend to, understand, and remember information, relationships, and processes.  In the
supportive teaching arrangement, the special education teacher assumes an active role
in supporting and adapting instruction to meet the individual needs of students while
the general education teacher provides the classroom instruction.  Supportive
instructional activities may be provided to the whole class, small groups, or individual
students. (Villa 2000)

Name: _______________________________ Section: ____________

Module 3 Lesson 3: Inclusive Practice in the Philippines

Application:

Task 1- Pro-Con-Improvement Chart

Direction: Evaluate the Philippine Inclusive Education Practices using the Pro-Con-
Improvement chart.

1. In the pro column, list the good things

2. In the con column, list the bad things
3. In the improvement column list the improvement that can be done.

Philippine Inclusive Education Practices

Pro Con Improvement
Task 2- Model Matrix
Direction: Complete the matrix on the different inclusive teaching model

Teaching Model Key Features Example Activity

Parallel Teaching

Complementary Teaching

Supportive Teaching

Congartulations!! You learned the inclusive practices and the different

models of teaching in inclusive education. In the next lesson you will learn
about Use and Application of Assistive Technology in Inclusive Education.