INCLUSIVE

EDUCATION
JANE TRICIA D. NUQUI
 INCLUSION DEFINED
• Reaching out to all learners

• Addressing and responding to diversity of needs of all children, youth and

adults through increasing participation on learning cultures and communities

• Involves changes and modification in content, approaches, structures and

strategies
 INCLUSIVE EDUCATION
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 basic education. Through inclusive education,
all Filipinos will realize their full potential and
meaningfully contribute to building the nation.
 INCLUSIVE EDUCATION
The inclusiveness of the K to 12 Education is also expressed through existing
programs such as
 Special Education (SPEd),
 Indigenous People’s Education (IPEd),
 Madrasah Education, and
 Flexible Learning Options (FLO) including Alternative Delivery Modes (ADM)
and Alternative Learning System (ALS), which addresses the needs of particular
learners.
 Special Education (SPED)
• This Special Education Program specifically aims to enhance access and
upgrade the quality of SPED programs and services, as well as to raise the
efficiency of education services directed towards all recognized SPED
Centers for elementary and secondary schools with classes for learners
with special needs. The ultimate goal of SPEd is the inclusion of children
with special needs into the regular school system and eventually, in the
community.
DepEd Order 38, s. 2015, Guidelines on the Utilization of Support Funds for SPEd
 Indigenous Peoples Education
(IPEd) 
–is DepEd’s response to the right of Indigenous People (IP) to basic education that is
responsive to their context, respects their identities, and promotes their indigenous
knowledge, skills, and other aspects of their cultural heritage. Additionally, the IPEd
Program supports the realization of the K to 12 Basic Education Curriculum, which
subscribes to the following standards and principles that are: inclusive, culture-sensitive,
and flexible enough to enable and allow schools to localize, indigenize, and enhance based
on the community’s educational and social context.
The program shall extend its support through these four (4) thematic focus areas, namely,
(a) curriculum and learning resources development; (2) capacity building; (3) knowledge
management, and, (d) education planning for IPEd.
 Madrasah Education Program
(MEP)
- aims to provide the Muslim learners with appropriate and relevant
educational opportunities within the context of their cultures, customs,
traditions and interests through the integration of the Arabic Language and
Islamic Values Education (ALIVE) program in the basic education
curriculum so that the Muslim citizens shall have the intellectual and
educational capacity to participate actively in the social, economic and
political endeavors of the country.
 ALTERNATIVE LEARNING SYSTEM
(ALS)
- is a program aimed at providing an alternative path of learning for the out-
of-school youth and adults who are basically literate but have not
completed 10 years of basic education as mandated by the Philippine
Constitution. Through this program, school dropouts will be able to
complete elementary and secondary education outside the formal system.
With its version 2.0, it aims to provide opportunities for Out-of-School
youth and adult (OSYA) learners to develop basic and functional literacy
skills and to access equivalent pathways in completing basic education
PHILIPPINE MODEL of INCLUSION
• Partial mainstreaming towards inclusion - students are
educated in regular classes at least half the day - receive
additional help or specialized services - pull-out

• Full mainstreaming or inclusion - complete regular instruction

- receive all special services in general classroom
 FACTS and FIGURES 
• Children with disabilities who are in school are about 101, 762
(2011).
• Children with disabilities are still combating educational
exclusion
• 97.3 % of them are still unreached.
• About 5,916 are mainstreamed in regular classes
 FACTS and FIGURES 
• Children of Indigenous people's number about 12-15 million
across the country.
• These are spread in seven ethnographic areas with 117 ethno-
linguistic groups.
• Those in the elementary schools total 639, 483 while 158, 550
are in the secondary schools (2010-2011).
 FACTS and FIGURES 
• 140,570 Muslim elementary and secondary pupils are attending
ALIVE (Arabic Language and Islamic Values Education) in public
schools
• Street children are about 246, 000 thousand- 75% are children
on the streets; 25% are children of the streets; 70 % are boys •
Working children are growing in number • Number of abused
children is being tracked down
PUBLIC POLICY SUPPORT on INCLUSIVE
EDUCATION
 
• The 1987 Philippine Constitution
• P.D. 603 - The Child and Youth Welfare Code RA. 7610 – Special
Protection of Children against Child Abuse, Exploitation and
Discrimination Act
• R.A. 7277- The Magna Carta for Disabled Persons amended by
R.A 9442
• Policies and Guidelines in Special Education
PHILIPPINES ADOPTS INTERNATIONAL D
OCUMENTS on INCLUSIVE
 EDUCATION
• UN Conventions on the Rights of the Child
(1989)
• World Declaration on Education for All (1990)
• UNESCO Salamanca Statement and
Framework for Action (1994)
CURRENT ISSUES and
CHALLENGES

NEW-NORMAL
 CURRENT ISSUES and CHALLENGES
SPECIAL EDUCATION 
MODULES
TANTRUMS
PARENT INVOLVEMENT

-KAYDIE GAYLE L. ROQUE

Of Porac Elementary School
-PORAC, Porac Pampanga
 CURRENT ISSUES and CHALLENGES
IPED 
 HEALTH OF TEACHERS
COMMUNICATION
PARENT’S EDUCATIONAL BACKGROUND
MODULES
-ZYRA MENESES
Of VILLA MARIA INTEGRATED SCHOOL
SULONG DUNONG SA
- Villa Maria, Porac Pampanga KOLUNG-KOLONG
OF VILLA MARIA INTEGRATED
SCHOOL
 CURRENT ISSUES and CHALLENGES
ALS 
ONLINE INSTRUCTION
MORE ON MODULAR
INSTRUCTIONS FOR IPED

-CLAUDETTE MANIEGO BONDOC

Of ALS PORAC
 CURRENT ISSUES and CHALLENGES
MEP (MADRASAH EDUCATION PROGRAM)

FINANCIAL PROBLEM FOR LOAD

MAINTAINING COMMUNICATION TO PUPILS &
PARENTS
MORE STRATEGIES IN TEACHING
PARENTAL CONCERN
-Salam Boriongan Dibarosan
of PASO DE BLAS ELEMENTARY SCHOOL – VALENZUELA CITY
 Inclusion means
I – ntegration
N – etworking
C – ollaboration
L – iving, learning, loving
U – tilizing all available resources
S – upport and social services
I – mplementation of appropriate programs
O – rganization of appropriate services
N – on stop services to all