Inclusive education is a child-centered construct of education.

It looks into the need of

acceptance and belongingness to ensure quality learning and education for all.
The programs which are implemented in the inclusive education system is a response
to the diversity of learners.
Inclusion is secondary to the ‘Education for All’ act of the K to 12 curriculum.
The learning resources intended for the inclusion program are anchored on the social
and cultural contexts which are observed within the nation and other neighboring
countries.
The delivery of learning is depending upon the diversity of learners within the
classroom.
Portfolio, as a form of assessment, is a positive response into the learner’s diversity.
SPED teachers are the implementers of inclusive education programs within the
school.
The manifestation of a well-facilitated inclusive classroom is the active involvement of
learners in the teaching and learning process.
To ensure properly coordinated leadership and organized learning management, the
inclusive education programs of the school should exercise transparency with the
stakeholders and show and pattern a developing and innovating flow of activities.
Funding and allocation of funds for Inclusive Education activities are coordinated and
lobbied for government’s support on the continuity and quality of service.

A positive outlook in life hampers the development of self-acceptance and self-

actualization of a child.
Innovative and interactive activities cater both the learners from the mainstreamed
and the inclusive class. It is one way to let the inclusive learners feel accepted.
Availability and accessibility of facilities and equipment in an inclusive learning
environment is needed to help the learners attain better learning opportunity.
To address the linguistic concerns on inclusive education, the teacher must be fluent
in using the English language for his or her learners to attain optimum development.
Making the curriculum centralized is beneficial for the inclusive learners. It is one way
for the learners to learn exactly what is prepared for the mainstreamed class.

A B
1. Standard-setter a. Information dissemination
2. Clearing house b. Blueprint
3. Capacity-builder c. Norms
4. Universal Primary Education d. Mode of survival
5. Life Skills and Lifelong Learning e. Gender equality
6. Gender Parity f. Free and compulsory
7. K to 12 Inclusion Policy g. Mainstreaming
8. Social and Human Sciences h. Culture preservation
9. Communication and information i. Inclusion
10.Education j. Earth’s resources
k. Ethical dimensions
l. Education for All
m. Economic environment
 A B
1. Early Intervention
2. Process of Inclusion
3. Transition Program
4. Sustaining Program
5. National IP Education Policy
6. SPED Center
7. Adaptation
8. Curriculum Augmentation
9. Curriculum Alteration
10.School
11.Curriculum Philosophy
12.Curriculum Framework
13.Deliberations
14.Enrichment Curriculum
15.Care Curriculum
a. Functional involvement
b. Monitoring and Feedbacking
c. Toddlers
d.
e. Stagnant
f. Systematic flow
g. Resource for Inclusion
h. Modification
i. Life Skills
j. Metacognition
k. Curriculum infusion
l. Curriculum implementation
m. Laws and Education Policies
n. Competency-based
o. Additional skills
p. Values and norms
q. Support activities

1. IP Education ensures support to the cultural heritage of learners.

2. IP Education is an isolated program anchored to Alternative Learning System. It
is solely supported by the DILG.
3. IP communities and their representatives are the source of information for the
identification of issues and concerns in IP Education.
4. Indigenous people disregard the use of modern technology sine it alters the
preservation of their ancestral identity.
5. Planning is essential to address the needs and concerns of a particular
indigenous group. This will generalize the needs of the entire Indigenous People
around the globe.
6. Sustainable and responsive IP Education program is attained through
programmed monitoring, evaluation, and feedbacking.
7. Retooling of teachers who are specialized in handling Inclusive and Special
Education make way to the helping them achieve appropriate and purposive
educational programs.
8. Scarcity of resources creates an avenue for teachers to be creative.
9. TEACEP supports educational reform in teacher professional
development.
10. On the attainment of holistic development, Inclusive Education gears
towards quality education instead of appropriate intervens in education.

Extra chromosomes in human body causes developmental slide.

Cerebral palsy is curable with medical interventions.
Conditions observed on children with cerebral palsy shows no alteration to their
intellectual processing ability.
Dyslexia with dysgraphia is characterized by the occurrence of problems in reading
but not in writing.
Brain injury affects the function of the brain where people cannot learn words as a
whole component.
Dyscalculia is characterized by selective dysfunction on processing mathematical
concepts.
Talented and gifted children posses the ability on academic areas.
Emotional sensitivity requires the need to make momentary reflections and
actualization to develop oneself.
 Parents and educators play a vital role in the nature and nurture of a child’s
musical identity and prowess.
Jack-of-all-trades, an intellectually gifted child possesses the ability to perform
several and varied tasks.

A B
1. Learners with Socio-Emotional Disorder a. Health and Safety
2. Learners with Chronic Illness b. Disturbed security
3. Learners in Difficult Circumstances c. Interpersonal alteration
4. Emotional Behavioral Disorder d. Reaction to threat
5. Anxiety attack e. Obsession
6. Depression f. Altered to being troublesome
7. Obsessive Compulsive Disorder g. Comes with anxiety
8. Bipolar Disorder h. Long-term lung disease
9. Asthma i. Insulin
10.Diabetes j. Episodic
11.Epilepsy k. Anaphylaxis
12.Allergy l. Far-flung areas
13.Living in Remote Places m. Seizures
14.Victims of war n. Crashers
15.Products of broken family o. Prisoners
16.Street children p. No permanent address
17.Victims of Abuse q. Death
18.Holistic care r. Endangers child’s sanity
19.Rights-based and life-cycle approach s. Access for all
20.Gender-sensitive approach t. Gender roles
u. Optimum development
v. All stages
w. Self-centric

Manic Disorder comes in long-term episodes when not handled on its onset.
Phobia is a regular occurrence of fear. The big five domains, when developed
accordingly, strengthens the compound skills of an individual.
OCD episodes, when experienced, deals with compulsions on its initial stages.
Common among all individuals suffering from any disorder, the major challenge on
their treatment is when they choose to hide their symptoms due to fear of
embarrassment or stigma.
Bipolar disorder is common through heredity.
‘Talk therapy’ creates an avenue for an individual to work on self-actualization and
self-boost.
The school has the initial and utmost responsibility in dealing with a child’s illness.
Remote learning programs need to reach students and must provide access on all the
materials despite the inability of learners to cope with them.

TRUE
TRUE
FALSE
TRUE
FALSE
TRUE
TRUE
TRUE
FALSE
FALSE

A. Learners with Socio-Emotional Disorder

i. Emotional Behavioural Disorder
ii. Anxiety attack
iii. Depression
iv. Obsessive Compulsive Disorder
v. Bipolar Disorder
B. Learners with Chronic Illness
i. Asthma
B. Learners with Socio-Emotional Disorder
ii. Diabetes
iii. Epilepsy Behavioural Disorder
C. Emotional
iv.D.Anxiety
Allergy attack
E. Depression
C. Learners in Difficult Circumstances
i.F. Obsessive Compulsive
Living in Remote PlacesDisorder
ii.G.Bipolar
Victims Disorder
of war
H.iii.
Learners with of
Products Chronic
brokenIllness
family
i. Asthma
iv. Street children/ children from Impoverished Family
ii. Diabetes
iii. Epilepsy
iv. Allergy
I. Learners in Difficult Circumstances
i. Living in Remote Places
ii. Victims of war
iii. Products of broken family
iv. Street children/ children from Impoverished Family
 Learners from Indigenous Groups

J. Learners with Socio-Emotional Disorder

K. Emotional Behavioural Disorder
L. Anxiety attack
M. Depression
N. Obsessive Compulsive Disorder
O.Bipolar Disorder
P. Learners with Chronic Illness
i. Asthma
ii. Diabetes
iii. Epilepsy
iv. Allergy
Q. Learners in Difficult Circumstances
i. Living in Remote Places
ii. Victims of war
iii. Products of broken family
iv. Street children/ children from Impoverished Family