San Jose Community College

Malilipot, Albay

PROFESSIONAL EDUCATION 4
PORTFOLIO
(The Foundation of Special and Inclusive Education)

First Semester
SY 2023 - 2024

RASHEED V. MANGAMPAT
BCAED 3 F

EDGAR B. COLLANTES, Ed. D

Instructor

January 18, 2024

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 San Jose Community College
Malilipot, Albay

APPROVAL SHEET

This portfolio entitled, The Foundation of Special and Inclusive Education,

prepared and submitted by RASHEED VITASA MANGAMPAT is hereby

accepted and approved in partial fulfillment of the requirements for

Professional Education 4 subject.

EDGAR BUISING COLLANTES, Ed. D

College Instructor

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 ACKNOWLEDGMENT

The undersigned conveys (his/her) wholehearted appreciation and gratitude

to those who supported (him/her) to make this portfolio a reality. To them (he/she) is
especially indebted as follows:

Mrs. ANGELINE B. VITASA, his mother, for always being my biggest supporters.
Your love, guidance, and sacrifices have shaped me into the person I am today. I am
forever grateful for your unwavering belief in my abilities.

Mr. KIMI V. MANGAMPAT, his sibling, for allowing me to use his computer. I
appreciate your kindness and generosity in letting me borrow it whenever I need it.

Ms. JAYA B BENOSA, his cousin, for your encouragement, constructive feedback,
and creative insights have played a significant role in shaping this portfolio. Thank
you for pushing me to explore new ideas and for always being there to lend a helping
hand.

Ms. MAE LYCA B. BONGALON, his girlfriend, for your unwavering support and for
being my cheerleaders. Your enthusiasm, honest feedback, and willingness to lend
an ear have been invaluable. Your presence in my life has made this journey all the
more enjoyable.

And above all, to ALMIGHTY GOD, who makes all things possible.

R. V. M.

Table of Contents
APPROVAL SHEET.................................................................................................................2

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ACKNOWLEDGMENT.............................................................................................................3
INTRODUCTION......................................................................................................................5
STATEMENT OF PURPOSE...................................................................................................7
PRAYER..................................................................................................................................9
PHILOSOPHY IN LIFE AS A TEACHER..............................................................................10
1. Why did you choose Bachelor of Culture and Arts Education?......................................10
2. What is your purpose as a future educator?...................................................................10
3. What are the principles you have learned or want to teach?.........................................11
There are several principles that I have learned and aim to incorporate into my teaching
practice:..............................................................................................................................11
a) Individuality and Diversity:..........................................................................................11
b) Student-Centered Learning:.......................................................................................11
c) Lifelong Learning:.......................................................................................................11
d) Respect and Empathy:...............................................................................................11
e) Critical Thinking and Problem-Solving:.......................................................................11
My Lesson Notes..................................................................................................................12
Topic 1: Embracing Diversity; Empowering Filipino Pre-Service Teachers for
Inclusive Education..........................................................................................................12
Reflection..........................................................................................................................13
TOPIC 2: SPECIAL AWARENESS IN THE K-12 PROGRAM....................................................15
Reflection.......................................................................................................................17
TOPIC 3: Inclusive Education: The Philippine Perspectives........................................18
Reflection.......................................................................................................................19
Community Involvement in Professional Education 4.....................................................20
LESSONS THAT I’VE LEARNED WHILE ENGAGING THE COMMUNITY..............................................22
My Professional Education Readings about PROF ED 4 in the Philippines..................23
MY CAREER DEVELOPMENT PLAN............................................................................................26
CURRICULUM VITAE...........................................................................................................28

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 INTRODUCTION

The foundation of special and inclusive education is a framework that ensures equal
access and opportunities for all students, including those with disabilities or special
educational needs. It is based on the belief that every individual has the right to an
education that caters to their unique abilities and requirements.

Inclusive education is a key aspect of this foundation. It involves integrating students

with disabilities into mainstream classrooms, allowing them to learn alongside their
non-disabled peers. Inclusive education recognizes and embraces the diversity of
students, understanding that each individual has different strengths, weaknesses,
and learning styles. By creating an inclusive environment, students with disabilities
can actively participate in the learning process, develop social connections, and
benefit from a supportive educational community.

Special education is another important component of the foundation. It focuses on

providing specialized instruction and support to students with disabilities who require
additional assistance to meet their educational goals. Special education services are
tailored to meet the unique needs of each student, taking into account their specific
disabilities or learning challenges. This may include individualized instruction,
accommodations, modifications to the curriculum, and access to related services
such as speech therapy or occupational therapy.

The foundation of special and inclusive education is guided by several key principles.
Equality is a fundamental principle that ensures every student, regardless of their
abilities or disabilities, is given equal access to education. Individualization
recognizes that each student has their own unique needs and learning styles, and
instruction should be personalized accordingly. Collaboration between teachers,
parents, specialists, and other professionals is essential for effective special and
inclusive education. Respect for diversity acknowledges and values the differences
among students, promoting an inclusive and accepting learning environment.

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Universal design for learning is another principle that underpins the foundation. It
suggests that the curriculum and instructional methods should be flexible and
adaptable to accommodate the diverse needs of students. This involves providing
multiple means of representation, engagement, and expression to cater to different
learning styles and abilities.

Fostering a positive and inclusive school climate is crucial. Schools should strive to
create an environment where all students feel valued, respected, and supported.
This includes promoting awareness and understanding of disabilities, encouraging
empathy and acceptance, and implementing strategies to prevent discrimination or
bullying.

By embracing these principles, the foundation of special and inclusive education

aims to create an educational system that is equitable, inclusive, and supportive for
all students. It recognizes the potential of every individual and strives to provide the
necessary resources and support to help them succeed academically, socially, and
personally.

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 STATEMENT OF PURPOSE

I am writing to discuss the reasons behind my decision to create a portfolio in the

subject of "The Foundation of Special and Inclusive Education." This portfolio serves
as a comprehensive representation of my dedication, knowledge, and skills in the
field, and it reflects my commitment to promoting equal access and opportunities for
all students.

First and foremost, my passion for special and inclusive education stems from a
deep-rooted belief in the inherent value and potential of every individual. I strongly
believe that every student, regardless of their abilities or disabilities, deserves a
quality education that meets their unique needs and fosters their holistic
development. Through my academic pursuits and practical experiences, I have come
to understand the critical role that special and inclusive education plays in creating
equitable and inclusive learning environments.

Creating this portfolio allows me to showcase my academic achievements, practical

experiences, and personal growth in the field of special and inclusive education. By
compiling evidence of my academic accomplishments, such as transcripts, research
papers, and projects, I can demonstrate my understanding of key concepts and
theories in the field. This will highlight my ability to apply this knowledge to address
the diverse needs of students with disabilities and create inclusive learning
environments.

Furthermore, my practical experiences have played a crucial role in shaping my

understanding and commitment to special and inclusive education. Volunteering at
local inclusive schools has provided me with firsthand opportunities to work closely
with students with disabilities, supporting their learning and social inclusion. These
experiences have not only strengthened my ability to adapt instruction to meet
individual needs but have also deepened my empathy, compassion, and
understanding of the unique challenges faced by students with disabilities.

Through this portfolio, I aim to showcase the strategies I have implemented to

support students with disabilities and the impact of these interventions on their
learning and well-being. By including reflections on my practical experiences, I can
articulate the lessons learned, challenges faced, and successes achieved in working
with diverse learners. This will highlight my ability to implement evidence-based
practices, collaborate with multidisciplinary teams, and advocate for inclusive
education.

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Moreover, this portfolio provides me with an opportunity to demonstrate my creativity
and innovation in designing inclusive learning experiences. By including examples of
my creative work, such as lesson plans, instructional materials, and technology-
based resources, I can showcase my ability to design engaging and accessible
learning environments. This will highlight my commitment to using diverse
instructional strategies and assistive technologies to meet the diverse needs of
students with disabilities.

In addition to academic achievements and practical experiences, this portfolio also

allows me to reflect on my personal growth and development as an advocate for
special and inclusive education. By including personal reflections, I can articulate the
transformative impact of my experiences in shaping my values, beliefs, and
professional goals. This will demonstrate my ability to critically reflect on my practice,
adapt to new challenges, and continuously improve as a future educator.

By pursuing a portfolio in the subject of "The Foundation of Special and Inclusive

Education", I am confident that I will receive the necessary guidance, mentorship,
and opportunities to further develop my skills and knowledge in this field. I am
excited about the prospect of joining the esteemed community of scholars and
practitioners and contributing to the ongoing advancements in special and inclusive
education.

The creation of this portfolio in the subject of "The Foundation of Special and
Inclusive Education" is driven by my passion for promoting equal access and
opportunities for all students. It allows me to showcase my academic achievements,
practical experiences, and personal growth in the field. Through this portfolio, I aim
to demonstrate my understanding of key concepts and theories, my ability to
implement evidence-based practices, and my commitment to creating inclusive
learning environments. I am confident that this portfolio will serve as a testament to
my dedication, knowledge, and skills, and will further strengthen my readiness to
contribute to the field of special and inclusive education.

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 PRAYER

Dear Almighty God,

As I embark on my journey as a student, I come before you with a humble heart and
a fervent prayer. I seek your guidance, strength, and blessings as I strive to fulfill my
aspirations and achieve my aims.

First and foremost, I pray for wisdom and knowledge. Grant me the ability to absorb
information, comprehend complex concepts, and apply them effectively in my
studies. Help me develop a thirst for learning, a curious mind, and a passion for
acquiring new knowledge. May I be open to diverse perspectives, challenge my own
assumptions, and embrace intellectual growth.

I also pray for discipline and perseverance. Enable me to cultivate good study habits,
manage my time efficiently, and stay focused amidst distractions. Grant me the
determination to overcome obstacles, the resilience to bounce back from failures,
and the motivation to persist in the face of challenges. May I approach each task
with diligence and give my best effort in all that I do.

As a student, I aspire to make a positive impact on the world around me. I pray for
opportunities to apply my knowledge and skills in meaningful ways, to contribute to
the betterment of society. Help me develop a sense of social responsibility, empathy,
and compassion towards others. May my education empower me to advocate for
justice, equality, and inclusivity, and to be a voice for the marginalized and
underrepresented.

I pray for balance and well-being. Grant me the ability to prioritize self-care, to
nurture my physical, mental, and emotional health. Help me find harmony between
my academic pursuits, personal relationships, and other aspects of my life. May I
find joy and fulfillment in my studies, and may my educational journey be one of
growth, self-discovery, and personal transformation.

I offer this prayer with utmost sincerity and gratitude for the opportunities that lie
ahead. I trust in your divine guidance and believe that with your blessings, I can
achieve my aspirations and aims as a student. Thank you for hearing my prayer and
for being with me every step of the way.

Amen.

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 PHILOSOPHY IN LIFE AS A TEACHER

As a teacher, my philosophy in life revolves around the belief that education is a

transformative and empowering force. I am passionate about inspiring and guiding
students to reach their full potential, both academically and personally. Here are my
responses to your questions:

1. Why did you choose Bachelor of Culture and Arts

Education?

I chose to pursue a Bachelor of Culture and Arts Education because I believe in the
power of culture and the arts to shape individuals and societies. I recognize that
culture and the arts provide unique avenues for self-expression, creativity, and
critical thinking. By studying this field, I aim to equip myself with the knowledge and
skills needed to incorporate cultural and artistic elements into my teaching practice. I
believe that by embracing culture and the arts, I can create a more holistic and
engaging learning environment for my students.

2. What is your purpose as a future educator?

My purpose as a future educator is to foster a love for learning, cultivate critical

thinking skills, and empower students to become lifelong learners. I aim to create a
safe and inclusive classroom where every student feels valued, respected, and
supported. I strive to create a nurturing environment that encourages curiosity,
collaboration, and independent thinking. Additionally, I see my role as not only
imparting knowledge but also guiding students to develop essential life skills such as
communication, empathy, and resilience. Ultimately, my purpose is to inspire and
guide my students towards becoming compassionate, responsible, and well-rounded
individuals.

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3. What are the principles you have learned or want to teach?

There are several principles that I have learned and aim to

incorporate into my teaching practice:

a) Individuality and Diversity:

I believe in recognizing and celebrating the unique strengths, talents, and
backgrounds of each student. I strive to create a classroom environment that
embraces diversity, promotes inclusivity, and encourages students to express their
individuality.

b) Student-Centered Learning:
I believe that learning should be student-centered, where students are active
participants in the learning process. I aim to create opportunities for student
engagement, collaboration, and inquiry-based learning. By tailoring my teaching
methods to meet the diverse needs and learning styles of my students, I hope to
foster a love for learning and promote academic growth.

c) Lifelong Learning:
I believe that education is a lifelong journey, and as an educator, I aim to instill a love
for learning in my students. I want to foster a growth mindset, encouraging my
students to embrace challenges, persevere through obstacles, and continuously
seek knowledge and self-improvement.

d) Respect and Empathy:

I believe in creating a classroom environment that promotes respect, empathy, and
kindness. I aim to teach my students the importance of treating others with dignity
and compassion, fostering a sense of community and understanding.

e) Critical Thinking and Problem-Solving:

I believe in nurturing students' critical thinking skills, encouraging them to question,
analyze, and evaluate information. I aim to provide opportunities for students to
develop problem-solving skills, think creatively, and apply their knowledge in real-
world contexts.

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 My Lesson Notes

Topic 1: Embracing Diversity; Empowering Filipino Pre-

Service Teachers for Inclusive Education

Pre-Service Teachers
- students that are taking Education courses.

People’s Differences for:

SWDASNs
- Students with Disabilities and Special Needs.
Diversity (divertere; Latin word)
- Means to turn away, separate or oppose.
Diversity according to Collin’s Dictionary
- the state or quality of being different or varied
- a variety or assortment.
- a point of difference.
- the inclusion of people of different races, genders, religions, etc in a group
- logic
- the relation that holds between two entities when and only when they are not
identical; the property of being numerically distinct.
Diversity according to UNESCO (2017)
- defined as people’s differences.

Loden’s Diversity Wheel

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Ability and Disability as Dimension of Diversity
Ability
refers to the possession of the qualities required to do something; necessary skills or
competence/power.
Disability
is defined by World Health Organization (WHO) as an umbrella term for
impairments, activity limitations, and participation restrictions, referring to the
negative aspects of the interaction between an individual (with a health
condition) and that individual.
Health Issue
issue that affects a person’s state in life
person’s self-identity
Physical or Mental Impairment
that substantially limits one or more major life activities
may affects one’s sense or mobility

Dilemma of Diversity is Discrimination

Discrimination
- Unfair or prejudicial treatment of people and group based on characteristics
such as race, gender, age, or orientation.
Forms of Discrimination
- General act on Equal Treatment (AGG) discrimination is the less favorable
treatment of a person on the grounds of age, disability, ethnic origin, race,
gender, religion or belief, or sexual orientation.

Reflection
The topic of "Embracing Diversity; Empowering Filipino Pre-Service Teachers for
Inclusive Education" is both timely and significant in the context of education in the
Philippines. Inclusive education aims to provide equal opportunities for all students,
regardless of their diverse backgrounds and abilities. This reflection explores the

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importance of embracing diversity and empowering Filipino pre-service teachers to
create inclusive learning environments.

Firstly, embracing diversity is crucial in fostering a sense of belonging and

acceptance among students. In a diverse country like the Philippines, where people
come from different cultural, linguistic, and socio-economic backgrounds, it is
essential for pre-service teachers to recognize and appreciate the unique
experiences and perspectives that each student brings to the classroom. By
embracing diversity, pre-service teachers can create an inclusive environment that
celebrates and values the richness of different cultures, languages, and abilities.

Furthermore, empowering Filipino pre-service teachers to become advocates for

inclusive education is vital for the success of inclusive practices. Pre-service
teachers need to be equipped with the knowledge, skills, and attitudes necessary to
address the diverse needs of their future students. This includes understanding the
principles of inclusive education, being aware of different learning styles and
strategies, and knowing how to adapt teaching materials and methods to meet
individual student needs. Empowering pre-service teachers also involves providing
them with opportunities for professional development and ongoing support to
enhance their confidence and competence in implementing inclusive practices.

Inclusive education not only benefits students with special needs but also has a
positive impact on all students. When classrooms are inclusive, students learn to
appreciate diversity, develop empathy, and gain a broader understanding of the
world around them. Inclusive education promotes a sense of social justice and
equity, preparing students to become responsible and compassionate citizens in a
multicultural society.

However, embracing diversity and implementing inclusive education practices also

come with challenges. Pre-service teachers may face barriers such as limited
resources, lack of training, and resistance to change from various stakeholders.
Overcoming these challenges requires a collective effort from educational
institutions, policymakers, and the community to provide the necessary support and
resources for pre-service teachers. It is essential to create a collaborative
environment where stakeholders work together to address these challenges and
ensure that inclusive education becomes a reality in every classroom.

Learning about embracing diversity and empowering Filipino pre-service teachers for
inclusive education is crucial for creating inclusive learning environments in the
Philippines. By embracing diversity, pre-service teachers can foster a sense of
belonging and acceptance among students, while empowering them with the
necessary knowledge and skills to implement inclusive practices. Through inclusive
education, we can create a society that values and celebrates diversity, where every

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student has equal opportunities to learn and thrive. It is our collective responsibility to
support and empower pre-service teachers in their journey towards inclusive
education, ensuring that every student receives the education they deserve.

TOPIC 2: SPECIAL AWARENESS IN THE K-12 PROGRAM

What is the goal of Special Education in K-12 Program?

- It shall be the integration or mainstreaming of learners with special needs into the
regular school system and eventually into the community. (UNESCO)
Special Education
- Inclusive Education
Why inclusive Education?
- Designed to provide an educational setting in which all children can be as
involved and independent as possible. (Winter, 2000)
Purpose
- To make sure that students with special needs are integrated in the general
education setting for as much as possible
- to give all children a fair chance to go to school, learn and develop the skills
they need to thrive.
- Inclusive education means that all children are taught in the same classrooms
and schools, regardless of their abilities, backgrounds, or needs.
- Inclusive education also helps to change discriminatory attitudes and foster
social relationships and interactions among children.
Legal Basis for Special Education in K-12
- The Salamanca statement in the education of all disabled students, agreed at
UNESCO World Conference on Special-Needs Education held in Salamanca
in June 1994, called inclusion to be the norm. (UNESCO,1994)
- It states that regular schools with this inclusive orientation are the most
effective means of combating discriminatory attitudes, creating welcoming
communities, building an inclusive society and achieving education for all.
(UNESCO,1994 section 2)
- United Nation International Convention on the Rights of Person with
Disabilities (2006) article 24, places a strong obligation on government to
provide inclusive education for all leaners.
Magna Carta of Disabled Persons (R.A. 7277)
- It shall be unlawful for any learning institution to deny a disabled person
admission to any course it offers by reason of handicap or disability.
DepEd Order no. 72, s. 2009
- Inclusive Education as strategy for Increasing participation rate for children

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Program options for the students with special needs

1. Self-contained - for children with similar disabilities, it can be mono-grade or

multi-grade handled by a trained SPED Teachers of inclusion (mainstreaming)
placement of the children with disabilities under regular class.
2. Resource Room Program – children with disabilities shall be pulled out of
general education or regular class and shall report toa SPED Teacher who
provides small group or one-on-one.

Common Barriers to Inclusion

1. Attitudes, values systems, misconceptions, and social norms – can lead

to prejudices and/or actual resistance to implement inclusive practices
(UNESCO 2005)
2. Physical barriers – the lack of building, facility, transportation, or road
accessibility are types of physical barriers that can literally affect one’s
mobility.
3. Curriculum – a rigid “one size fits all” type of curriculum that does not allow
room for individual differences can significantly stunt one’s learning and
opportunity for growth.
4. Lack of teacher training and low teacher efficacy– whether training in
teaching strategies, using curriculum frameworks, or behavior and classroom
management, lack of training as well as low confidence in one’s own skills can
directly affect how inclusive practices are implemented.
5. Poor language and communication – language barriers may also directly
have implications on how well inclusive practices are implemented.
6. Lack of funding – enough funding can allow for training more teachers as
well as coming up with more appropriate programs, instructional materials, or
facilities; lack of funds can be limiting and debilitating to schools.
7. Lack of policies – policies have the ability to unify beliefs and mobilize
resources; unfortunately, lack of it can become a convenient justification for
inaction.
8. Organization of educational systems – centralized systems may have
some type of detachment in terms of implementing policies and seeing the
reality of how such policies are affecting learners and other stakeholders
9. Too much focus on performance-based standards – schools have also
reportedly refused inclusion of fear that the presence of learners with
additional needs will pull down their rankings in standardized tests.

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 Reflection
Special awareness in the K-12 program is of utmost importance as it plays a
significant role in creating inclusive learning environments and providing the
necessary support for students with special needs. By promoting understanding and
valuing the unique strengths and challenges of students with special needs,
educators can ensure that every student has equal access to education and
opportunities for growth.

Inclusive education is at the heart of the K-12 program, and special awareness is a
key component of this approach. It involves recognizing and appreciating the diverse
needs and abilities of students with special needs, including those with physical,
cognitive, emotional, or developmental disabilities. By developing special awareness,
educators can design and implement inclusive teaching practices that cater to the
individual needs of all students, regardless of their abilities or disabilities.

One of the primary benefits of special awareness and inclusive education is the
promotion of social integration. Inclusive classrooms provide opportunities for
students with special needs to interact and learn alongside their typically developing
peers. This fosters positive peer relationships, encourages empathy and
understanding, and helps break down barriers and stereotypes. Students with
special needs also benefit from exposure to a diverse range of perspectives and
experiences, which contributes to their overall social and emotional development.

Furthermore, special awareness in the K-12 program has been shown to enhance
academic achievement. By tailoring instruction to meet the unique learning needs of
students with special needs, educators can ensure that they receive the necessary
support and accommodations to succeed academically. Differentiated instruction,
individualized education plans, and assistive technology are just a few examples of
strategies that can be employed to create an inclusive and supportive learning
environment.

In addition to academic success, special awareness in the K-12 program also plays
a vital role in improving the self-esteem and self-confidence of students with special
needs. When students feel included and valued within the classroom, they are more
likely to develop a positive self-image and believe in their own abilities. This, in turn,
leads to increased motivation, engagement, and a willingness to take on new
challenges.

Creating an inclusive learning environment requires the active involvement and

collaboration of teachers, parents, and other professionals. Teachers play a crucial
role in implementing special awareness by adapting teaching strategies, materials,
and assessments to meet the diverse needs of their students. They also play a vital

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role in promoting empathy, understanding, and respect among students, fostering a
positive classroom climate where all students feel safe and supported.

However, it is essential to acknowledge that special awareness in the K-12 program

goes beyond the responsibilities of teachers alone. It requires a collective effort and
a commitment to collaboration and partnership among all stakeholders involved in a
student's education. Open communication, sharing of information, and involving
parents and professionals in decision-making processes are crucial for ensuring that
students with special needs receive the holistic support they need to thrive

Special awareness in the K-12 program is a fundamental aspect of creating inclusive

learning environments and supporting students with special needs. By recognizing
and valuing the unique strengths and challenges of these students, implementing
effective strategies, fostering collaboration and partnership, and promoting a sense
of belonging and acceptance, we can ensure that all students have equal
opportunities to succeed and reach their full potential. Embracing special awareness
within the K-12 program not only benefits students with special needs but also
contributes to a more inclusive and equitable educational system for all.

TOPIC 3: Inclusive Education: The Philippine Perspectives

Disadvantaged Learners (Marginalized Sector)
- Children with Disabilities
- IP’s
- Muslim Children
- Street Children
- Child Laborers
- Abused Children
- Children in Conflict with Law
Public policy support on Inclusive Education
- The 1897 Philippine Constitution
- P. D. 603 The Child and Youth Welfare Code
- R. A. 7610 – Special Protection of Children against Child Abuse, Exploitation
and Discrimination Act
- R. A. 7277– The Magna Carta for Disabled Persons amended by R. A. 9422
- Policies and Guidelines in Special Education
- R.A. 11650 – Inclusive Education
The Philippines Adopts International Documents on Inclusive Education
- UN conventions on the Rights of the Child (1989)

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 - World Declaration on Education for All (1990)
- UNESCO – Salamanca Statement and Framework for Action (1994)
Philippine Model of Inclusion
- Partial Mainstreaming towards inclusion
- Students are educated in regular classes at least half a day
- Receive additional help or specialized services
- Pull-out
Full Mainstreaming or Inclusion
- Complete regular instruction
- Receive all special services

Reflection
The topic of "Inclusive Education: The Philippine Perspective" is of great significance
in the context of education in the Philippines. Inclusive education aims to provide
equal opportunities for all students, including those with disabilities, by ensuring that
they are included in mainstream educational settings. This reflection explores the
importance of inclusive education from the Philippine perspective.
Inclusive education is a fundamental right of every child, as stated in the United
Nations Convention on the Rights of Persons with Disabilities, which the Philippines
is a signatory to. Inclusive education recognizes that every student, regardless of
their abilities or disabilities, has the right to receive a quality education in a
supportive and inclusive environment. It promotes the idea that diversity should be
celebrated and that all students can learn and contribute to society when given the
right opportunities and support.

In the Philippine context, inclusive education is particularly important due to the

country's commitment to promoting social justice and equity. The Philippines is a
diverse nation, with people from various cultural, linguistic, and socio-economic
backgrounds. Inclusive education acknowledges and respects this diversity, ensuring
that all students, regardless of their background, have access to education that
meets their individual needs.

Furthermore, inclusive education in the Philippines is aligned with the principles of

the K to 12 Basic Education Program. This program aims to provide a holistic and
inclusive education that prepares students for lifelong learning, work, and active
citizenship. Inclusive education is integrated into the curriculum, ensuring that
students with disabilities are not segregated but are included in regular classrooms,
alongside their peers. This approach promotes social interaction, understanding, and
acceptance among students, fostering a sense of belonging and community.

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Implementing inclusive education in the Philippines, however, comes with its
challenges. Limited resources, lack of specialized training for teachers, and
attitudinal barriers are some of the obstacles that need to be overcome. It requires a
collaborative effort from the government, educational institutions, teachers, parents,
and the community to provide the necessary support and create an inclusive
environment for all students.

Inclusive education from the Philippine perspective is a vital aspect of the country's
educational system. It recognizes the rights of all students to receive a quality
education, regardless of their abilities or disabilities. Inclusive education promotes
social justice, equity, and diversity, fostering a sense of belonging and acceptance
among students. While challenges exist, it is essential for stakeholders to work
together to overcome these obstacles and ensure that inclusive education becomes
a reality for every student in the Philippines. By embracing inclusive education, we
can create a society that values and celebrates the uniqueness of every individual
and provides equal opportunities for all to learn and thrive.

Community Involvement in Professional Education 4

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21
 LESSONS THAT I’VE LEARNED WHILE ENGAGING THE COMMUNITY

While engaging in the community, I have learned several valuable lessons. One of
the most significant lessons I have learned is the importance of empathy and
compassion. Engaging in activities such as a feeding program for elementary pupils
has allowed me to witness firsthand the challenges and struggles that some
members of the community face. It has taught me to be more understanding and
sensitive to the needs of others, and to approach every interaction with kindness and
compassion.

Another lesson I have learned is the power of collective action. Engaging in

community activities has shown me that when individuals come together and work
towards a common goal, they can create a significant impact. Whether it is
organizing a feeding program or participating in a clean-up drive, the collective effort
of the community can bring about positive change and make a difference in the lives
of those in need.

I have also learned the importance of building relationships and fostering a sense of
community. Engaging in community activities allows for connections to be formed
and bonds to be strengthened. Through these interactions, I have realized that a
strong and supportive community can provide a sense of belonging, support, and
encouragement. It is through these relationships that individuals can come together
to address community issues and work towards common goals.

Furthermore, engaging in the community has taught me the value of gratitude and
appreciation. Witnessing the resilience and determination of individuals who face
adversity has made me more appreciative of the privileges and opportunities I have.
It has taught me to be grateful for what I have and to use my resources and skills to
uplift others and contribute to the betterment of the community.

Lastly, engaging in the community has taught me the importance of continuous

learning and growth. Every interaction and experience in the community has
provided me with new insights, perspectives, and knowledge. It has encouraged me
to be open-minded, adaptable, and willing to learn from others. Engaging in the
community has broadened my horizons and enriched my understanding of the world
around me.

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 My Professional Education Readings about PROF ED 4 in the
Philippines
Title: “Inclusive Education in the Philippines: Through the Eyes of Teachers,
Administrators, and Parents of Children with Special Needs” by Muega (2016)

This article is a study on the knowledge and involvement of schoolteachers, school

administrators, and parents of children with special needs (CSN) in the
implementation of inclusive education (IE). One set of research questions was aimed
at determining the participants' concept of IE and how they are involved in its
practice. The other set of questions was aimed at finding whether there is a
significant difference among the answers given by the participant groups regarding
their concept of and involvement in IE. The problems related to IE were approached
using grounded theory and quantitative analysis. Utilizing a modified survey
questionnaire, data was collected from 91 participants who have a firsthand
knowledge of and experience with inclusive schools located in Quezon City, Metro
Manila, Philippines. Research hypotheses were tested after open coding had been
completed and an answer was given to each qualitative research question. It has
been found that the participants neither question nor resist the practice of inclusion in
their respective general education settings. They admit, however, that they are not
sure whether their understanding of IE conforms to widely accepted definitions. The
participants are in doubt whether their claimed practices are potent enough to be
responsive to the requirements of high-level inclusive education. No significant
difference was noted among the participants' mean scores in the survey of their
knowledge of IE and involvement in IE.

Reflection:

In this article, the focus is on the experiences and viewpoints of teachers,

administrators, and parents of children with special needs in the Philippines. By
hearing directly from these stakeholders, we can gain a deeper understanding of the
challenges and successes of inclusive education in the country.

My reflection that stands out is the importance of collaboration and partnership

among teachers, administrators, and parents. The article highlights the need for
open communication and cooperation to ensure the successful implementation of
inclusive education. It emphasizes the role of parents as advocates for their children
and the significance of involving them in decision-making processes.

Another key takeaway is the recognition of the diverse needs of students with special
needs. The article emphasizes the importance of individualized support and
accommodations to meet the unique requirements of each student. It highlights the

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need for flexible teaching strategies and the provision of necessary resources to
create an inclusive learning environment.

The article sheds light on the challenges faced by teachers and administrators in
implementing inclusive education. It discusses the need for professional
development opportunities to enhance teachers' knowledge and skills in catering to
diverse learners. It also addresses the importance of creating inclusive school
policies and practices that promote acceptance, understanding, and equal
opportunities for all student

Title: “Foundation of Special and Inclusive Education” by Custodio and Nalipay

(2021)

A Transformational OBE Research Based Textbook for that features the following:
Aligned to Philippine Professional Standards for Teachers (PPST) Compliant to
Philippine Qualifications Framework (PQF) and provides Suggested OBE Learning
Plan and OBE Curriculum Framework for Foundations of Special and Inclusive
Education. This book covers educational approaches in special and inclusive
education settings, suggested to be used to diverse population such as those: A.
Gifted and Talented Learners B. Learners with Difficulty Seeing, Hearing, and
Communicating C. Learning with Difficulty Walking and Moving D. Learners with
Difficulty Remembering and Focusing E. Learners with Difficulty with Self-Care.

Reflection:

This article, or rather book, provides a comprehensive overview of educational

approaches in special and inclusive education settings. Although it is not specific to
the Philippines, it offers valuable insights into the foundations of special and inclusive
education, which can be applied to diverse populations of learners worldwide.

My reflection from this book is the recognition of the importance of understanding the
diverse needs of learners. It emphasizes the need for individualized approaches that
consider the unique strengths, challenges, and learning styles of each student. This
highlights the significance of personalized and differentiated instruction to create
inclusive learning environments.

Another key takeaway from the book is the emphasis on collaboration and
partnership among educators, parents, and other professionals. It highlights the
importance of teamwork and shared responsibility in supporting students with special
needs. This collaborative approach helps ensure that the necessary resources,
interventions, and support systems are in place to meet the diverse needs of
learners.

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Furthermore, the book explores various educational strategies and interventions that
can be used to promote inclusive education. It discusses evidence-based practices,
such as Universal Design for Learning (UDL), differentiated instruction, and assistive
technologies. These approaches aim to provide equal access to education and
support the participation and engagement of all students.

Moreover, the book underscores the significance of inclusive school policies and
practices. It emphasizes the need for schools to create a welcoming and accepting
environment that celebrates diversity and fosters a sense of belonging for all
students. This includes promoting positive attitudes, addressing barriers to learning,
and implementing inclusive curriculum and assessment practices.

The book "Foundations of Special and Inclusive Education" serves as a valuable

resource for understanding the principles and practices of special and inclusive
education. While not specific to the Philippines, the insights and strategies shared
can be applied to various educational contexts. It emphasizes the importance of
individualized approaches, collaboration, and inclusive school environments in
promoting the success and well-being of all learners.

Title: “Inclusion of Children with Disabilities; The Philippines Experience” by

Yee Han et al. (2019)

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. This article reports
on the current state of affairs for including children with disabilities within regular
schools in the Philippines. The ‘Silahis Centres’ (‘school within the school’ concept)
is presented as a feasible model for implementing and promoting the inclusion of
children with disabilities within regular schools throughout the Philippines. Other
aspects related to inclusive education such as teacher education, policies as well as
lessons learned so far from inclusion efforts and future challenges are also
described.

Reflection:

This article focuses on the Philippines' experience in promoting the inclusion of

children with disabilities through the concept of "Silahis Centres." These centers
serve as a feasible model for implementing and supporting the inclusion of children
with disabilities within regular schools throughout the country.

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My reflection from this article is the recognition of the importance of creating
inclusive environments within regular schools. The Silahis Centres model
emphasizes the idea that all children, regardless of their abilities, should have the
opportunity to learn and grow together. By integrating children with disabilities into
regular classrooms, it promotes social integration, acceptance, and equal
educational opportunities.

Another key takeaway from the article is the significance of collaborative efforts
among various stakeholders. The Silahis Centres model involves the active
involvement of teachers, parents, administrators, and community members in
creating inclusive educational settings. This collaboration helps ensure the provision
of necessary support, resources, and accommodations for children with disabilities to
thrive in mainstream classrooms.

Furthermore, the article highlights the importance of specialized training and

professional development for teachers. It emphasizes the need for teachers to
acquire the knowledge and skills to effectively support the diverse learning needs of
children with disabilities. This training helps foster inclusive practices, individualized
instruction, and the implementation of appropriate strategies and accommodations.

Moreover, the article showcases the positive impact of the Silahis Centres model on
the overall well-being and academic progress of children with disabilities. It highlights
the success stories and experiences of children who have benefited from inclusive
education in the Philippines. This serves as an inspiration and a testament to the
potential of inclusive education in creating a more inclusive and equitable society.

The article "Inclusion of Children with Disabilities: The Philippines Experience" sheds
light on the implementation of the Silahis Centres model and its positive outcomes in
promoting the inclusion of children with disabilities in regular schools. It underscores
the importance of inclusive environments, collaboration among stakeholders,
specialized training for teachers, and the overall benefits of inclusive education for all
students.

MY CAREER DEVELOPMENT PLAN

As a Bachelor of Culture and Arts Education student and a future educator, I have a
clear vision for my career development and future plans. My passion for culture and
arts, combined with my desire to make a positive impact on the lives of students,
drives my aspirations.

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First and foremost, I plan to pursue a teaching career in the field of culture and arts
education. I want to inspire and nurture creativity in students, helping them discover
and develop their artistic talents. I believe that arts education plays a vital role in
fostering critical thinking, self-expression, and cultural appreciation among students.
I aim to create a stimulating and inclusive learning environment where students can
explore various art forms, express themselves freely, and develop a lifelong love for
the arts.

In addition to teaching, I also aspire to contribute to the field of culture and arts
education through research and curriculum development. I want to stay updated with
the latest pedagogical approaches and innovative teaching methods in arts
education. By conducting research and participating in professional development
opportunities, I hope to contribute to the advancement of arts education practices
and advocate for its importance in the broader educational landscape.

Furthermore, I plan to actively engage in community outreach programs and

collaborations with local arts organizations. I believe in the power of arts to bring
communities together and promote social cohesion. By organizing workshops,
exhibitions, and performances, I aim to create opportunities for students and
community members to showcase their artistic talents and celebrate cultural
diversity.

Lastly, I envision myself taking on leadership roles within the field of culture and arts
education. Whether it's serving as a department head, curriculum coordinator, or
educational consultant, I want to contribute my expertise and influence positive
change in arts education policies and practices. I aspire to be an advocate for the
value of arts education, promoting its integration into mainstream education and
ensuring equitable access for all students.

My career development plan as a Bachelor of Culture and Arts Education student

and future educator revolves around teaching, research, community engagement,
and leadership. I am committed to fostering creativity, cultural appreciation, and
personal growth in students through arts education, while also contributing to the
advancement of the field and advocating for its importance in the broader
educational landscape.

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 CURRICULUM VITAE
Personal Information

Name: Rasheed Vitasa Mangampat

Age: 22 years old 2X2 ID Picture

(Recently po)
Date of Birth: August 20,2001

Place of Birth: Makati City, Manila

Status: Single

Educational Background

Kindergarten: Punta Sta. Ana Daycare Center

Elementary: Lower Bonga Elementary School

Secondary: Bonga National High School

Tertiary: San Jose Community College

Scholarship (if any)

None

Awards Received

- Dean’s Lister during 1st and 2nd year

- 2017 Division Secondary School Press Conference 2nd runner up in Photo

Journalism (Filipino Category)

Membership

None

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