Inclusive education embraces the philosophy of accepting all children regardless of race, size,

shape, color, ability or disability with support from school staff, students, parents and the
community.

To date inclusion is conceptualized as “a process of addressing and responding to the diversity

in the needs of all children, youth, and adults through increasing participation in learning,
cultures, and communities, and reducing and eliminating exclusion within and from education.
Special and inclusive education in the Philippines is in a state of transition. The country is in the
process of implementing a new law on inclusive education, and is also working to improve its special
education system. There are challenges in both areas, but the government is committed to making
progress.
The alternative learning system in the Philippines is a non-formal education system that aims to
provide basic education to out-of-school children, youth, and adults. The system is organized and
managed by the Department of Education. It uses a variety of teaching and learning methods,
including literacy campaigns, radio- and television-aided instruction, and community-based learning.
The Department of Education in the Philippines has a variety of programs and services in place for
special children, depending on their individual needs. Some of the services that may be available
include individualized education programs, speech and occupational therapy, and psychological
counseling.

1. All students have a right to an education

2. All students should be valued and treated with respect
3. All students should have access to the same curriculum
4. All students should be given the opportunity to participate fully in all aspects of school life
5. All students should be given the support they need to be successful in their educational
journey
Source: (https://www.monash.edu/education/teachspace/articles/five-principles-of-inclusive-
education)

A developing country, the Philippines is still in its advent in terms of implementing IE (Muega, 2016).
However, as a signatory of the EFA framework of action (UNESCO, 1990) and the Salamanca Statement
(UNESCO, 1994), it takes considerable efforts to provide a rich school experience and optimal learning to
diverse learners. 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 (DO No. 26, s. 1997),
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.
UNESCO focuses on the inclusivity of the whole education system rather than
trying to remove barriers one by one; the emphasis is on how to transform
existing systems rather than on how some learners can be integrated into
them. It promotes education systems that are based on gender equality, that
respect diverse needs, abilities and characteristics and eliminate all forms of
discrimination in the learning environment. UNESCO helps Member States
develop and implement inclusive policies and programmes which reach
excluded and marginalized groups and provide them with quality education
and helps governments and partners translate policy into inclusive curricula,
pedagogy and teaching and programme design and delivery. Among
marginalized and vulnerable groups, UNESCO pays special attention to
children with disabilities as they are overrepresented in the population of
those who are not in education. Indigenous people also continue to
experience exclusion within and from education.