 Coverage of Inclusive Education - Children with Disabilities, Abused Children, Indigenous

Learners
 Inclusive Education- recognized by teachers, families, and policy makers to be a more beneficial
way of ensuring that children with and without disabilities achieve their full educational
potential.
 inclusive classrooms strategies- through lecture, by including pictures, music, through visual
cues (videos)
 Inclusion - practice of enrolling learners with disabilities, giftedness, and talents in a regular
school, where students could participate in a mainstreamed classroom with nondisabled peers.
 Special Education (SPED?)- carefully planned and evaluated instruction to help exceptional
children achieve greatest self-sufficiency and success in the environment.
 characteristics of Special Education -Individual assessment and planning, student-performance
evaluation, celebrating the diversity and value of learner.
 provisions guarantee accessible education for all-Establish and maintain a system of free
education in the elementary and high school level.
 nondiscriminatory education- Student with disabilities cannot be denied an education.
 protected characteristic of equality and diversity- age, race, religious beliefs
 least restrictive environment-Students should not be unnecessarily removed from traditional
classrooms or isolated from peers.
 EFA imply to school-Practice of Inclusive Education, the promotion of alternative learning
systems.
 aim of 1987 Constitution- Foster respect for human rights, encourage critical and creative
thinking, Inculcate love for world class excellence.
 5 major programs of UNESCO -Education, Culture, Communication and Information, Natural
Sciences, Social and Human Sciences
 “3 Ps” Convention on the Rights of the Child- Protection and Participation
 Non-discrimination-underscores the vital importance of ensuring access to basic services and to
equality of opportunity for children to achieve their full development.
 The VPGO stands for Vision, Policy, Goals, Objectives
 Mainstreaming - practice of educating learners with disabilities, giftedness, and talents in
regular classes during specific time- periods based on their skills.
 The Diversity Wheel" by Marilyn Loden - Primary/Internal and Secondary External
 Primary/Internal characteristics (Loden): age, gender, mental/physical ability, race, ethnic
heritage, sexual orientation (most impactful: powerful and unchangeable)
 external/Secondary dimensions: geographic location, income, personal habits, recreational
habits, religion, education, work experience, appearance, parental status, marital status.
 DepEd Order 21, s. 2019- policies state that the core principle of the K-12 curriculum is
inclusion.
 DepEd Order 72, s. 2009- Inclusive Education as a Strategy to Increase Participation Rate of
Children to reach out and serve all learners assessed and observed with disabilities including
those at risk requiring special education services.
 CHED Memo 77, series of 2017- It specifies the 'core competencies' expected of Bachelor of
Special Needs Education (BSNED) graduates "regardless of the type of HEI they graduate
from.
 Republic Act 9442 or the Magna Carta for Disabled Persons-Special Education, Access to
Education, Assistance to Disabled Person
 1990-The Philippine Institute for the Deaf (PID) an oral school for children with hearing
impairment
 RA 10533 - ALS and the learners with special needs.
 RA 9288- otherwise known as the Newborn Screening Act of 2004, illustrates a procedure to
detect a genetic and metabolic disorder in newborns that may lead to mental retardation and
even death if left untreated.
 PD 603- otherwise known as the Child and Youth Welfare Code and issued in December 1974.
 RA 10665- Open High School System Act
 RA 7277- Act provides for the rehabilitation, self-development and self-reliance of disabled
persons and their integration into the mainstream of society.
  1987 Constitution -legal bases on the access and equity of education in the Philippines
 RA 9155- known as the “Governance of Basic Education Act of ZOOI”, school districts already
existing at the time of the passage of the law shall be maintained. A school district shall have a
school district supervisor and an office staff for program promotion.
 RA 7836- This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."
 RA 9442- An act providing for the Rehabilitation and Self-Reliance of Disabled Persons and Their
Integration to the Mainstream of Society and Other Purposes granting Additional Privileges and
Incentives and Prohibitions on Verbal, Non-Verbal Ridicule and Vilification Against Persons with
Disability,”
 R. A No. 3562 (June 1963)-An Act to Promote the Education of the Blind in the
 Philippines.
 Batas Pambansa Bilang 344 - enacted in 1983. Accessibility Law, “An Act to Enhance the
Mobility of Disabled Persons
 The Individuals with Disabilities Education Act (IDEA) states that children with
disabilities are to be educated to the maximum extent with children who do not have
disabilities.
 Handicap refers to disadvantage for a given individual, resulting from an impairment or a
disability, that limits or prevents the function or activity, that is considered normal given the
age and sex of the individual.
 Impairment is any loss, diminution, or aberration of psychological, physiological, or anatomical
structure or function.
 Disability shall mean (1) a physical impairment that substantially limits one or more
psychological, physiological, or anatomical function of an individual or activities of such
individual; (2) a record of such an impairment; or (3) being regarded as having such an
impairment.
 UNESCO-
 IEP-

Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special needs in
consonance with the philosophy of inclusive education, thus:
“The State, community and family hold a common vision for the Filipino child with special
needs. By the 21st century, it is envisioned that he/she could be adequately provided with
basic education. This education should fully realize his/her own potentials for development
and productivity as well as being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.
It is also envisioned that the child with special needs will get full parental and community
support for his/her education without discrimination of any kind. This special child should
also be provided with a healthy environment along with leisure and recreation and social
measures”. (DepEd Handbook on Inclusive Education, 2000)

Special education aims to:

 Provide flexible and individualized support system for children and youth with special
needs in a regular class environment in schools nearest the students’ home
 Provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living
 Implement a life-long curriculum to include early intervention and parent education,
basic education and transition programs on vocational training or preparation for
college, and
 Make available an array of educational programs and services: the Special Education
Center built on “a school within a school concept” as the resource center for children
and youth with special needs; inclusive education in regular schools, special and
residential schools, homebound instruction, hospital instruction and community-based
programs; alternative modes of service delivery to reach the disadvantaged children in
far-flung towns, depressed areas, and underserved barangays.
 goal of the special education programs of the Department of Education all over the
country is to provide children with special needs appropriate educational services
within the mainstream of basic education.

 policy on Inclusive Education for All is adopted in the Philippines to accelerate access is adopted
in the Philippines to accelerate access to education among children and youth with special
needs. Inclusive education forms an integral component of the overall educational system that
is committed to an appropriate education for all children and youth.
 No Child Left Behind Act was signed on January 8, 2002 which reauthorized and
replaced the Elementary and Secondary Education Act of 1965, the federal framework
for how public education throughout the US provided. Its overall aim is to have all
students performing at proficient levels in the two educational cornerstones, Reading
and Math, by year 2014.
