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STUDY GUIDE FOR MODULE 1

DEFINITION, GOALS, AND SCOPE OF INCLUSIVE AND SPECIAL EDUCATION

MODULE OVERVIEW

Welcome to this Study Guide for Module 1!

You are now officially enrolled in Prof Ed 103, which is one of the subjects in Professional Education.
I hope you will cooperate and comply with the requirements of the course. Make your learning journey
fun, exciting, productive, and meaningful simply by means of your active participation and
accomplishment of the activities/tasks from your learning module.
Please carefully read the learning objectives/outcomes before you proceed to the succeeding
activities. These learning objectives or outcomes will guide you in your learning process.
This module covers the knowledge, skills and attitudes needed to become a successful pre-service
teacher. Presented in this module are topics and sub-topics such as Inclusive Education in the Philippines
(Goals, VMGO, Scope), and Inclusive Education in other countries (IDEA-US, other countries supporting
special and inclusive education).

MODULE LEARNING OBJECTIVES

At the end of this Module 1, you should have:

1. Demonstrated an in-depth understanding of concepts related to inclusive and special education that
promotes supportive environments to diverse learners (like inclusion, integration, mainstream,
transition, etc.) as indicated in the DepEd Inclusive Education Policy;
2. Identified responsive special and inclusive education programs for diverse learners; and
3. Described the practices in the implementation of inclusive education in the Philippines and in other
countries.

Diagnostics

For the recognition of your prior learning (RPL), before you begin with this
module, try to answer the following questions as your first activity in this module:
1. Is inclusive education the same as special education?
2. In what ways are the two terms similar or different from each other?

Inclusive Education in the Philippines

Definition

Inclusive Education (IE) is a new approach towards educating the children with disability and
learning difficulties with that of normal ones within the same classroom. It seems to address the

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learning needs of all children with a specific focus on those who are vulnerable to marginalization,
and exclusion.
It implies all learners - with or without disabilities being able to learn together through access
to common school services. This is possible only in flexible education system that includes the needs
of different types of learners and adapts itself to meet their needs.
In addition, it is about putting the right to education into action by including all learners,
respecting their diverse needs, abilities, and characteristics, and eliminating all forms of discrimination
in the learning environment (UNESCO, 2009). It is the process of strengthening the capacity of the
education system to reach out to all learners (UNESCO, 2017).
The classroom is the centerpiece of a complicated social arrangement and daunting
challenges for the teacher. Imagine yourself as a teacher facing twenty 5-year- old boys and girls in
the classroom. What do you want to know? How would you make each one learns? How would you
respond to their diversity? The answer to these questions will influence your classroom management
behaviors.
According to the press release published by the Philippine Statistics Authority (PSA) 16.7%
of Filipinos are living under poverty. This means, there are 17.7 million Filipinos do not have enough
income to support their family’s basic needs. In a study from UNICEF, poverty has a major impact on
the physical and intellectual growth of a child. While according to this research, it shows that there are
children who lack interest in going to school, a major percentage of these are due to the increasing
labor participation of the youth ages 16-17 years old, and the little expectations from education
personnel that contributes to a child’s lack of interest in education.
With this, it is important to look back on the reason why do we need inclusive education for all
children regardless of the physical and economic differences.
Inclusive education is a process that involves the active participation of students, families,
educators, and other community members in the planning, implementation, and evaluation of
educational programs and services that meet the needs of all students. It is a way to ensure that all
students have an opportunity to learn and participate in their school community’s life.
There are many reasons why inclusive education is important. Firstly, it ensures that all students
have an opportunity to learn and grow in a safe and supportive environment. Secondly, it prepares
students for the real world by teaching them how to work with people of all abilities. Finally, it helps to
break down barriers between people with and without disabilities and promotes understanding and
acceptance.
The inclusive education framework was not a new concept. The “word” inclusion was the focus
of the 1994 Salamanca Statement which was signed by the representatives of 92 governments and
25 international organizations. The statement affirmed education for all which promoted inclusion,
particularly for children with special educational needs (UNESCO SALAMANCA STATEMENT, iii).
Meanwhile, on May 2015, the World Education Forum held at Incheon, Korea spearheaded by
UNESCO drafted the Education 2030 Incheon Declaration which reiterated SDG #4 — Inclusive and
equitable quality education and lifelong learning for all (UNESCO Education 2030).
The Philippines has been working on implementing various programs and initiatives to support
inclusive education. One such initiative is the “Inclusive Education for All” program, which provides
training and support to teachers, parents, and school administrators on how to best meet the needs
of all students.
Special Education on the other hand, is defined as classes or instruction designed for students
with disabilities, giftedness, and talents. Special Education Needs (SEN) is a term used in some
countries to refer to children with impairments that are seen as requiring additional support (UNESCO,
2017).
Along with IE and SpEd, other related concepts include mainstreaming and integration.
Mainstreaming is the practice of educating students with learning challenges in regular classes, in
the least restrictive environment, based on their skills, while integration according to Franklin (1996)

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refers to the creation of spaces such as regular classrooms, special education classrooms or pull-out
services for diverse learners.
In the Philippines, the recent response of the government to inclusion was the issuance
of DepEd Order (DO) 21, series of 2019 by the Department of Education (DepEd) Secretary Leonor
Briones. The DO detailed the Policy Guidelines on the K-12 Basic Education Program. Part of the
policy statement on Inclusive Education was featured in item no. 16 which states “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 education. Through inclusive education, all Filipinos
will realize their full potential and contribute meaningfully to building the nation.” There was also a
separate Annex (5) for the Inclusive Education Policy Framework.

The Salamanca Statement also provided a guiding principle on

the inclusion framework — “school should accommodate
children regardless of their physical, intellectual, social,
emotional, linguistic, or other conditions. This should include
disabled and gifted children, street and working children,
children from remote or nomadic populations, children from
linguistic ethnic or cultural minorities and children from other
disadvantage or marginalized area or group.” It was also
mentioned that “children and youth with special
educational needs should be included in the educational
arrangements made for the majority of the
children” (UNESCO Salamanca Statement).
Special education was part of the “inclusion” mandate of the Salamanca Statement. The
Philippines had come a long way in institutionalizing policies on Special Education (SPED) in
support, an inclusive and equitable education. Although our journey cannot be compared to
developed countries such as US and Canada, the legislative policies for people with disabilities were
in place.

To learn more about Lesson 1 and for me to assess your learning, you do the following activities:

Learning Activity 1

Learning Activity 1 (20 points)

1. Read and understand the content of the link provided:
https://www.linkedin.com/pulse/look-inclusion-special-education-sped-
policies-connie- germono
2. After reading the content of the link, you answer the following guide questions
in your own words based on your readings.
• What is your understanding of inclusive education? Prepare and present
your understanding through infographics. (10 pts.)
• What can inclusion do to children with disabilities? (10 pts.)
3. Answer the Evaluative Exercise L1.1 (10 items)- schedule will be announced
during our online meeting.

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Learning Activity 2
Learning Activity 2: INFOGRAPHIC (20 points)

1.Share your thoughts or ideas and understanding about inclusive and

special education through an infographic.
2. Present your output in class during our onsite schedule

Inclusive Education in other countries

The History of Inclusive Education in United Nation’s perspective

For the concrete overview of the discussion pertaining to the countries that support special
and inclusive education, and in reference to the detailed information provided by the United Nation (UN)
and Department of Economic and Social Affairs Disability, the proceeding paragraphs are the history
behind the
development and implementation of inclusive education. This step undertaken by the United Nation
opened the avenue for the successful inclusive education, as many countries including those in ASEAN
conformed on the agenda set by the organization in response to the need for quality education.
The Convention on the Rights of Persons with Disabilities was adopted on 13 December 2006
at the United Nations Headquarters in New York and was opened for signature on 30 March 2007.
There were 82 signatories to the Convention, 44 signatories to the Optional Protocol, and 1 ratification
of the Convention. This is the highest number of signatories in history to a UN Convention on its opening
day. It is the first comprehensive human rights treaty of the 21st century and is the first human rights
convention to be open for signature by regional integration organizations. The Convention entered into
force on 3 May 2008.
The Convention follows decades of work by the United Nations to change attitudes and
approaches to persons with disabilities. It takes to a new height the movement from viewing persons
with disabilities as “objects” of charity, medical treatment, and social protection towards viewing persons
with disabilities as “subjects” with rights, who can claim those rights and making decisions for their lives
based on their free and informed consent as well as being active members of society.
The Convention is intended as a human rights instrument with an explicit, social development
dimension. It adopts a broad categorization of persons with disabilities and reaffirms that all persons
with all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and
qualifies how all categories of rights apply to persons with disabilities and identifies areas where
adaptations must be made for persons with disabilities to effectively exercise their rights and areas
where their rights have been violated, and where protection of rights must be reinforced.
The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures that all
qualifying children with disabilities in the United States have access to a free, sufficient public education,
as well as special education and associated services. More than 7.5 million eligible babies, toddlers,
adolescents, and teens with disabilities are served under the IDEA, which governs how states and
public agencies provide early intervention, special education, and related programs.
Nine out of ten children with disabilities are out of school, and 80 percent of all children with
disabilities live in developing countries. They are often excluded from education and society due to

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physical, ideological, systemic, or communication barriers.
There are 148 countries including the European Union that have ratified the United Nations
Convention on the Rights of Persons with disabilities (UNCRPD) and 158 have adopted the convention.
In December 2013 a Report -Thematic Study on the rights of persons with disabilities to education; from
the UN Human Rights Council made clear inclusion and inclusive education is one of the key provisions
of the UNCRPD.
There are an estimated 240 million children with disabilities worldwide. Like all children, children
with disabilities have ambitions and dreams for their futures. Like all children, they need quality
education to develop their skills and realize their full potential.
Yet, children with disabilities are often overlooked in policymaking, limiting their access to
education and their ability to participate in social, economic, and political life. Worldwide, these children
are among the most likely to be out of school. They face persistent barriers to education stemming from
discrimination, stigma, and the routine failure of decision makers to incorporate disability in school
services.
Across Asia, countries have signed and ratified the convention on the Rights of Persons with
Disabilities (UNCRPD) (United Nations, 2006) with its clear position of inclusive education as a right.
Furthermore, the United Nations Sustainable Development Goals, signed by all state’s parties (United
Nations, 2015), contains Goal 4: Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all. Therefore, across the globe, countries to a greater or lesser are pursuing
inclusive education.

Glossary: How do we identify inclusivity?

The Glossary is provided to have in-depth understanding about the standard meaning of
inclusivity in
education.
Exclusion
The child with disability is not allowed to attend a school, or is given conditions to attend a school,
that all other children in the community attend.

Segregation
The child with disability attends a school or classroom that is meant only for students with
disabilities and is isolated from all other children. These isolated settings are often known as
special schools or special classes. Special schools and classes are self-contained with special
educational teachers and resources that are not meant to be accessed by children without
disabilities.

Integration
The child with disability is placed in a regular classroom together with other children but forced
to learn using means that do not meet their learning needs. The teacher delivers lessons using
approaches that cater only to children who can cope with the approach.

Inclusion
The child with disability is not only placed in the regular classroom together with other children
but the teacher modifies the teaching materials, environment, instructions, and assessment to meet
the diverse learning needs of all students in the class. An effective inclusive class is collaborative –
the regular class teacher, special education teacher and other educational professionals, such as
educational psychologists, speech-language therapists, and occupational therapists, jointly support
the learning of the child.

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SDG4 and Inclusive Education

“Children who learn together, learn to live together."

United Nation (UN) proposed the Sustainable Development Goals as stated in the 2030 Agenda
for Sustainable Development which objectifies to provide a shared blueprint for peace and prosperity
for people and the planet, now and into the future. There are total of seventeen Sustainable
Development Goals that were set to be achieved by 2030, and the 4rth goal pertains to the Quality
education.
For the introduction of this subtopic, some ASEAN countries have conformed on the agenda that
the United Nation has settled in response to the aim of achieving the SDG4: the quality education.
They were driven by numerous inspiration and realization about the essence of implementing
inclusivity in education.
Inclusive education is a child’s right, not a privilege. Inclusion promotes quality and equitable
education for all, without exclusion, including those who may be potentially marginalized by learning
need or social position. An increasing awareness about the rights of children with disability to have
access to the same educational services as children without a disability has led to the idea of inclusive
education (UNESCO International Bureau of Education, 2009).
Accordingly, the UNESCO (2005) stated that inclusive education is an approach that expresses
how to change educational structures and other learning atmospheres to meet the needs of the
variety of learners. Inclusion highlights opportunities for an equal involvement of individuals with
disabilities (physical, social, and emotional) when possible, into typical education, but leaves
accessible the probability of individual selections and possibilities for special aid and accommodations
for persons who need it and want it (Rasmitadila & Tambunan, 2018).

Inclusion Education Policies across the selected ASEAN Countries

Brunei
The philosophy of special education in Brunei Darussalam emphasizes that all children with special
needs must be given educational opportunities to develop their full potential to become productive
members of society. The Special Education Policy Guidelines (Ministry of Education, 1997) state that:
a) all children can learn given an appropriate learning environment,
b) appropriate learning environments can be created within the inclusive school, and
c) the inclusive school is one that provides appropriate instruction for all children based on their
capability.
The Timeline

1. 1994- Embraced the concept of inclusion. as stated in its Special education policy guidelines:
‘All children can learn given an appropriate learning environment.
2. 1996- Inclusive education was fostered further by the mounting of the First Special Education
International Conference.
3. 1997- The country then passed and adopted a National Education Policy.
4. 2003- Formal legislation for the provision of inclusive education is contained in The Education
Order dated 31 December 2003.
5. 2005- The government launched a Counselling Unit on 14 April 2005 within the Institute for
Public Administration for civil servants and launched the Brunei Darussalam Journal of Special
Education on 6 June 2005 for researchers to publish the outcome of their investigations on
various aspects of education including educational counselling (Mundia,2009).

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6. 2009- Completion of the three major educational policies.

Indonesia

Indonesia began implementing an inclusive education program by conducting inclusive

education trials from 1998-2001 in several areas of Yogyakarta province to date. To strengthen its
implementation, the regulation issued by Regulation of The Minister of National Education of The
Republic of Indonesia, Number 70 the Year 2009, about inclusive education for students with
special needs has the potential of intelligence and or students with special talents.

The Timeline

1. 2001- When the Directorate for Special Education supported the first
inclusive pilot school in Yogyakarta.
2. 2003- The Direction Letter of the Directorate General of Primary and
Secondary Education.
3. 2008- inclusive "pioneer" schools had been created (Sunardi, Yusuf,
Gunarhadi, Priyono, & Yeager, 2011).
4. 2009- Subsequent policies have endeavored to facilitate inclusive education at national
and regional levels.
In the final draft of Governmental Decree Bill, Chapter II Article 12 on Integrated and Inclusive
Education, it is stated that:
a) integrated and inclusive education aims to provide opportunities for students with disabilities
to receive integrated education through regular school system so that their educational
needs are met,
b) integrated and inclusive education can be implemented in primary schools, secondary
schools, and higher education institutions,
c) the implementation of integrated and inclusive education may involve one or several types
of students with disabilities, depending on the capability of the schools,
d) schools that implement integrated and inclusive education must provide special structures
and facilities to accommodate the needs of students with disabilities,
e) students enrolling in integrated and inclusive education have a right to receive special
evaluation, based on their abilities and needs,
f) the government attempts to provide incentives for schools that implement integrated and
inclusive education, and
g) the implementation of points (1) through (6) is under the regulation of Education Minister
and/or Regional Government.
Issue
However, access to higher education for students with disabilities remains discriminated
although Indonesia has enacted regulation on it through Law no. 20 of 2003 on National Education.
Still, the implementation of inclusive education is challenged by the lack of understanding on policy,
philosophy, practices, infrastructures, and teacher capacity.

Malaysia

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Malaysia has evolved following a global movement towards inclusion. The evolution of
special education programs in Malaysia is based on the government’s policy and international
declarations such as the United Nations’ World Program of Action Concerning Disabled Persons
and the World’s Declaration on Education for All (Jelas & Mohd Ali, 2012).

Three Types of educational Programs in Malaysia

Special School

It means students with a disability are placed in a school exclusively catering for students with
a disability and are segregated from other general students.

Special Education Integrated Program

The SEIP is comprised of special education classrooms located within a general school. In
the SEIP students with disabilities are placed in a separate classroom but share the school’s
facilities with general education students.

Inclusive Program

It means students with disabilities are placed in a mainstream classroom (Ministry of

Education, 2004). Most students with disabilities in Malaysia who are being educated in an inclusive
context are enrolled in the Special Education Integration Program (Malaysia Educational Statistic,
2013).
To date, there are no set rules governing the inclusion of students with disability in
mainstream classrooms imposed by the government (Malaysia Education Blueprint 2013-2025,
2013). The placement of students in the Inclusive Program depends on a decision made by the
special education teachers, general education teachers, school administrators and parents.
Although there are students with disability in the general education classrooms, the general
and special education teachers tend to keep discrete role boundaries and have minimal or no
collaboration (Jelas, 2000). Responsibility in ensuring successful teaching practices for students
with disability in the general classrooms are mostly by the general education teachers (Ali et al,
2006).

Philippines

A developing country, the Philippines is still in its advent in terms of implementing IE (Muega,
2016). The Department of Education mandated DO No. 26, s. 1997, which is the Institutionalization
of SPED Programs in all Schools to support the implementation of the Republic Act 7277 (Magna
Carta for Disabled Persons) and to achieve the target set for the Asian and Pacific Decade of
Disabled Persons (1993-2002) that 75 percent of the four million children with disabilities should be
provided equal educational opportunities (Roxas et al., 2019).
In the memorandum, it was stated that all divisions shall organize at least one SPED Center
which will cater children with special needs. Programs organized shall adopt the inclusive education
concept or the different types of SPED programs suited to the needs of the learners. In addition, the
curriculum on special education was implemented in support of Republic Act 7277 known as the
Magna Carta for Disabled Persons and Department of Education issued the DO 26, s. 1997 in
support to the act.

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Timor Leste

Timor-Leste is weighing the benefits of inclusive education with the apparent practical
difficulties of teaching children with special learning needs in mainstream classes. The right to
education for children with disability is clearly enshrined in the Constitution of Timor-Leste 2008.

Section 16 (Articles 1 and 2) states that everyone has the same rights, and no one shall be
discriminated against, including on the grounds of ‘physical or mental condition'.
Section 18, (Article 1) states that Children are afforded special protection against all types of
discrimination.
Section 59, (Articles 1, 2 and 4) sates that the State is given responsibility for ensuring all people
(including those with disability) have access to the highest level of education, in accordance with
their abilities.
Timor-Leste is also a signatory to a several international conventions that prohibit
discrimination on the grounds of disability and protect the right to education for children with
disability. However, this is seen as an This is an ambitious and commendable goal for a country that
saw 90 per cent of its schools seriously damaged or destroyed in the post-referendum violence of
1999 (Thomas & Legge, 2009).

The Timeline
1. 2015- The adoption of the Sustainable Development Goals.
2. 2016- Approval of the new National Youth Policy
3. 2017- The Council of Ministers adopted an Inclusive Education Policy.
4. 2018- The establishment of a national disability council by Government, planned for
several years, remained pending by March 2018.
Laos
Up to 1992, when a special school for children with visual and hearing impairments was
established in Vientiane, education provision was absent for children with special needs. Since
2011, with the adoption of the National Policy on Inclusive Education, many children with disabilities
have been enrolled in inclusive education schools. However, special schools are maintained for
students with complex disabilities. Particular attention has been paid to provide learners with
disabilities with a vocational education through the building of vocational training centers with a
suitable curriculum.
In 2016, three special schools provided education for children with disabilities in Luang
Prabang province, Vientiane Capital and Savannakhet, under the management of the Ministry of
Health.
Ordinary ethnic primary and secondary schools are active in all provinces to accommodate learners
belonging to ethnic groups residing in remote areas. As of 2017, there were only 20 throughout the
country.

Cambodia

From 2008 to 2018, the Ministry of Education, Youth and Sport implemented a Policy on
Education for Children with Disabilities to ensure equal opportunities for all children and youth so
that they have access to basic education in both formal and non-formal structure, without bias in
terms of living standards, gender, geography, physical appearance, and ethnic group. As a result,
54,838 children and youth with disabilities, of which 22,621 persons are female, have enrolled in
school in school year 2017-2018.
The Royal Government of Cambodia established codes to ensure the effectivity of inclusive

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education in the country.

Vision

All persons with special needs have rights to inclusive and equitable quality education and
opportunities for life-long learning.
In which the goal is to educate all persons with special needs to have knowledge, skills, and attitude
so that they can contribute to the development of society.

Objectives
a) To ensure early identification, assessment, and timely intervention.
b) To provide access to inclusive and equitable quality education and life-long learning
opportunities.
c) To build capacity and enhance professional development for all teachers as well as school
management.
d) To raise awareness and promote participation.

Myanmar

According to the 2019 survey conducted by the Ministry of Population, 12.8% of the
population have one of the six disabilities: 6.3% have visual impairment; 2.4%, hearing impairment;
5.4%, difficulties walking; 4.4%, difficulties in remembering/ concentrating; 1.9%, difficulties in self-
care; and 1.6%, difficulties in communication (DoP, 2020: 93).
In Myanmar, after a long period of military rule, the Thein Sein administration brought
democracy to the country in 2011, accompanied by large-scale educational reforms and the
promulgation of a new National Education Law in 2014 (Tanaka, 2017).
The objectives of the Law on the Rights of Persons with Disabilities, enacted in 2015, say
that “every person with disabilities shall have the right to access the education on equal basis with
others” and “not to be rejected from the school enrolment due to the disability” (Republic of the Union
of Myanmar, 2015b: 7, 9). From basic education to higher education, the law clearly states the need
to develop educational support systems.
Public special schools are under the jurisdiction of the Department of Social Welfare (DSW)
of Myanmar’s Ministry of Social Welfare, Relief and Resettlement. In addition, there are special
schools run by non-profit organizations such as NGOs and religious groups (UNESCO, 2014). There
are a total of six public special schools for children with disabilities including two for children with
visual impairment. Most of these schools are concentrated in Yangon and Mandalay regions (DSW,
n.d.).
MEC works with partners to improve education for marginalized children in Myanmar – those
who are not fully served by the government system – whether due to access, language, poverty, or
exclusion, for instance due to disability. MEC supports complementary basic education services –
community-based, faith-based, and ethnic education systems – through funding to partners to deliver
services and organizational support to build effective organizations. The programmed promotes
inclusive, evidence-based policy dialogue through networking and knowledge sharing.

Extension Activity

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Apart from the countries discussed above, bear in mind that there are still
more countries across the globe that support special and inclusive education. To
know much about how other countries can support inclusive education from the
development of programs, policies, and legislations to its implementation in the
mainstream education, browse and read these following links of articles, journals,
and documents as supplementary and additional information.
• https://inclusiveschools.org/international-organizations-supporting-inclusive-
education/
This website presents additional reading pertaining to international
organizations that support special and inclusive education.
• https://www.researchgate.net/post/How_many_developing_countries_have_
an_Inclusive_Education_policy_actively_in_place_Does_anyone_have_exp
erience_of_the_introduction_of_such_a_policy
This is research published by Annabelle Leve from the University of
LearningMelbourne,
Activity 3:which
Vennsought to answer
Diagram the question: How many developing
(20 points)
countries have an Inclusive Education policy actively in place? Does anyone
have experience of the introduction of such a policy?
• https://www.light-for-the-world.org/inclusive-education/
An article that provides the list of the countries supporting special and
inclusive education.

Prepare for an evaluative exercise next meeting.

Learning Activity 3

Learning Activity 3: Venn Diagram (20 points)

1. Spot the similarities and differences on the implementation of

inclusive and special education by the different countries.
2. Which among the other countries has the same policies as the
Philippines?
3. Present findings in class.

SUMMARY

In this module, we were able to gain valuable information on the following:

• Inclusive education is a process that involves the active participation of students, families,
educators, and other community members in the planning, implementation, and
evaluation of educational programs and services that meet the needs of all students.

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• Inclusive education in the Philippines is a type of education that is designed to meet the
needs of all students, including those with disabilities. It is based on the principle that all
students should have the opportunity to learn and participate in the educational process.
• In many countries, inclusive education is still thought of as an approach to serving children
with disabilities within general education settings.

REFERENCES
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards
inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44.

Custodio, Zhanina U.and Nalipay, Jenina N. (2021), Foundations of Special and Inclusive
Education, Adriana Publishing Co, Inc., Quezon City, Manila

Daňocup, O Beriones (2010), Classroom Management: Preparing Special Education Teachers,

Lorimar Publishing, Inc.

Dr Tze Peng Wong. Inclusive education in ASEAN countries: how to support children with disabilities
in schools. 2020. University of Nottingham. Asia Research Institute. Policy brief series.

Malaysia Education Blueprint 2013-2025 (2013) Malaysia Education Blueprint 2013 - 2025.
Education. Putrajaya: Ministry of Education.

Meuga, M. (2019). Inclusive Education in the Philippines: Through the eyes of teachers,
administrators, and parents of children with special needs. Social Science Dilimian, 12

Thomas, P., & Legge, M. (2009). Disability,Disadvantage and Development in the Pacific and Asia.
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