WMSU

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a. differentiate inclusive education from special
education;
b. discuss the concept of mainstreaming and
integration;
c. conceptualize inclusion, mainstreaming and
integration;
d. understand the importance of these three
concepts; and
e. perform the given activities. 2
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FIRST VIDEO

• Share your insights on the video.

• Are you in favor of the decision of the school
principal towards Quentin? Why or why not?
• As a future educator, how are you going to react
to this kind of situation? How will you deal with the
mother?
• If that incident happens in your future
undertaking/s, how will you convince the school
principal to let the child be in the graduation?
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-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).
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-it is also highlighted in the recent DepEd Order
21, series of 2019, also known as the Policy
Guidelines on the K to 12 Basic Education
Program.
-accordingly, it is the key standard and core
principle of the K to 12 curricula and as an
inclusive curriculum, it is learner-centered,
developmentally-appropriate, culture-sensitive,
relevant, gender-responsive, and
contextualized.
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-is the practice of educating students
with learning challenges in regular
classes, in the least restrictive
environment, based on their skills.

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-refers to the creation of spaces such as
regular classrooms, special education
classrooms or pull-out services for divers
learners (Franklin, 1996)
-is the process of addressing and responding
to the diversity of needs of all learners through
increasing participation in learning, cultures
and communities and reducing exclusion
within and from education (UNESCO). 9
-it involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which covers
all children of the appropriate age range and a
conviction that it is the responsibility of the
regular system to educate all children
(UNESCO, 2005)

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 Conceptualization of Inclusion, Mainstreaming and Integration
INCLUSION MAINSTREAMING INTEGRATION
Placement of learners Placement in the Placement in the
in the regular class is regular class is based regular class in one or
based on age, on the admission more subjects or
regardless of their requirements. activities.
abilities or disabilities.
There are no pullouts Provisions of Provisions of
and no shadow interaction with regular interaction with regular
teaching. children, with the children, with the SPED
regular class as the class as the child’s
child’s station. station.
Individualization within May include shadow May include tutorial
the class without teaching in the regular and other learning-
pullout. class, provision for assistance programs.
pullout and one-on-
one. 12
• In the latest DepEd Order in the
Inclusive Curriculum, the inclusiveness
of K to 12 is expressed through
existing programs such as Special
Education, Indigenous Peoples
Education, Madrasah Education, and
Flexible Learning Options.
• To help provide a clearer view of the
concepts of inclusive education and
special education. 13
 Inclusive Education and Special Education
INCLUSIVE EDUCATION SPECIAL EDUCATION
All learners, regardless of the The learners with disabilities,
condition, participate in a giftedness, and talents are
mainstream classroom accommodated in a special
alongside their age peers. class along with other learners
of the same condition.
The learners adhere to a A special curriculum is
prescribed curriculum and structured on the learner’s
methodology with some condition (intellectual
accommodations, adaptations disability, visual impairments)
and modifications to meet the but is based on the regular
needs of learners with curriculum.
disabilities, giftedness, and
talents. 14
 Inclusive Education and Special Education
INCLUSIVE EDUCATION SPECIAL EDUCATION
All students simply require good The learners with disabilities,
instruction, but different teaching giftedness, and talents are given
strategies may be employed to specialized and intensive
those with low or very high instruction anchored on their
educational needs. curriculum.
The general education teacher The special education teacher
oversees the learning of students oversees the learning of the
and in some cases, with the help learner with disabilities,
of a shadow teacher or a special giftedness and talents with the
education teacher. collaborative partnerships of
other professionals.
Ideal number of learners: For one-on-one: 1
30-35 For group: 3-4
For resource group: 5-10 15
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