Inclusive and Special

Education
Lessons 2 & 3
Let’s
Ponder!
Analyze the picture
and give your
insights about the
difference between

Equality and
Equity.
 Equality Equity
• It means each • It recognizes that
individual or each person has
group of people is different
given the same circumstances and
resources or allocates the exact
opportunities. resources and
opportunities
needed to reach an
equal outcome.
SPECIAL EDUCATION
 • Special Education is a special instruction
that answers the unique needs of students
with diverse needs.
What is • This a set of services provided to those
Special students with exceptional learning needs
and is provided also in a variety of
Educatio educational settings who have
Individualized Education Program (IEP).
n? • This must be provided to the unique needs
of students with no cost to parents. Also,
this is governed by the law- Individuals
with Disability Education Act [IDEA].
(Blaalard and Dymond, 2018)
 • Students can avail of this special
education services only when their
What is disability are professionally
Special identified which impacts their
ability to learn thus requiring them
Educatio to have additional services and
n? resources for them to effectively
participate in school.
IDEA mandates that the regardless of the level of severity
of the student’s disability, schools must provide must
provide an appropriate education to ALL children with a
disability

Six Principles
to be provided for
students who receive
special education
services
 Six Principles to be provided for students who
receive special education services:

1. Individualized Education program (IEP).

- This special document is very essential and serves as the
foundation of special education for it contains the services to be
provided to the student with exceptional disability.

- It contains a description of a student’s current level of

educational performance, information on how his or her
disability influences academic performance, and details needed
adaptations and accommodations.
 Six Principles to be provided for students who
receive special education services:

1. Individualized education program (IEP).

- This document also includes the educational setting

wherein the student receives instructions through
modification or accommodation.

- The target long and short term learning goals and

objectives which includes behavior management and other
child’s deficits, needs and other services are stipulated in
the child’s IEP.
 Six Principles to be provided for students who
receive special education services:

2. Free and Appropriate Public Education (FAPE)

- This means that a public education is given to diagnosed

children, parents, families, guardian, at no cost designed to
meet the individual needs of each student.

- It provides access to the general education curriculum. It

also provides services in accordance to a student’s IEP which
eventually provide educational benefits to the child and
make him/her effectively participate in the classroom.
 Six Principles to be provided for students who
receive special education services:

3. Non-discriminatory Identification and Evaluation

- It refers to the process, instruments, and qualifying tools used

to identify individuals with a disability.

- It is a requirement that that schools use nonbiased methods

and multiple approaches in the evaluation process to ensure
that there is no discrimination on the basis of race, culture,
religion, or native language.
 Six Principles to be provided for students who
receive special education services:

3. Non-discriminatory Identification and Evaluation

- All evaluation instruments must use the child’s first

language or have an equivalent translation of it. The
decision on identification and placement remains invalid
when only single evaluation instrument is used.
 Six Principles to be provided for students who
receive special education services:

4. Least Restrictive Environment (LRE)

- When a student cannot perform satisfactorily in a regular

classroom, he/she will be placed in a least restrictive
environment in which he /she will received supplemental
aids and services.

- This may include part-time or full-time special education

services in a resource room, self-contained, or community
based- settings.
 Six Principles to be provided for students who
receive special education services:

4. Least Restrictive Environment (LRE)

- This refers to the educational settings in which a student

with disability receives education services. It is assumed
that all students regardless of the severity of the disability
will be educated alongside with their peers without
disability.
 Six Principles to be provided for students who
receive special education services:

5. Parent Participation

- This is an essential action in establishing home-school-

community collaboration.

- Parents, families, and guardian or any significant adults of

a child with a disability must be a member of any group
that makes decisions regarding the placement and LRE of
their child.
 Six Principles to be provided for students who
receive special education services:

5. Parent Participation

- They must have a right to notification of all meetings

regarding their child’s placement, access to planning and
evaluation materials, and notification of any planned
evaluations. Both parents, students, and other stakeholders
must be invited to attend IEP meetings.
 Six Principles to be provided for students who
receive special education services:

6. Due Process Safeguards

- This refers to all protections afforded to children, their
parents, and families under IDEA and articles under the
disability law.
- When we say safeguards, these include obtaining parental
consent for all evaluations and educational placement
decisions; confidentiality of all records relating to a child
with a disability; independent student evaluation at public
expense; and due process hearings when the school and
parent may disagree.
not excluding any of the parties or
groups involved in something

Inclusive and Special

Education
 Every child has the right to
quality education and learning.
However, the world seems to
become more “exclusive” every
day.
 Social and economic disparities
within and across countries and
communities are increasing
along with strife and violence
within and across religions and
cultures.
 Here in the Philippines, we are
taking a step for inclusive
education to promote equity to
everybody.
 Inclusive education is the most
effective way to give all children
a fair chance to go to school,
learn and develop the skills they
need to thrive.
 What is
Inclusive Education?
 Inclusive Education
 The 2009 Department of Education Order
No. 72 defines inclusive education as 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.
 Inclusive Education
 Inclusive Education in the broader sense is the right of
education of children with disabilities in a regular
classroom.

 It is the main modality to address the educational

needs of children who suffers from different
deficiencies.
 Inclusive Education
 UNESCO (1983:167) defines inclusive education “as
a form of education provided for those students
who are not achieving, or are not likely to achieve
through ordinary educational provisions, the level
of educational, social and other attainments
appropriate to their age, and which has the aim for
furthering their progress towards these levels.”
 Inclusive Education
 The process of inclusive education is supported by
various international legal sources especially the
Declaration of Salamanca (1994). In this
declaration, the fundamental principle of an
inclusive school which states that “all children
should learn together, wherever possible,
regardless of any difficulties or differences they
may have.
 Inclusive Education
 More recently, the 2013 Enhanced Basic Education
Act refers to gifted and talented children, learners
with disabilities, learners of madrasa, indigenous
peoples, learners under difficult circumstances, such
as geographical isolation, chronic illness, displacement
due to armed conflict, urban resettlement, or disaster,
and abused child as target groups of inclusive
education. It is an Islamic college, literally a "place of instruction,"
especially instruction in religious law. In medieval usage the
term referred to an institution providing intermediate and
advanced instruction in Islamic law and related subjects.
Inclusive Education
 The driving
principle is to
make all students
feel welcomed,
appropriately
challenged, and
supported in their
efforts
The Risk of
Inclusive
Education
As presented in the paper of Dokhoyan,
Ismailova, Yegizarjants, and Sokolova
(2017), there are several risk factors in
inclusive settings
 The Risk of Inclusive
1.Education
The lack of sufficient knowledge on the
real psychological condition of children
with disabilities of the regular and special
education teachers which may aggravate
the condition of the child.

2. The lack of skills of the school teachers in

using programs, special methods, ad
assistive device which may aggravate the
child’s condition.
 The Risk of Inclusive
Education
3. A high rate of work within the school
education program which leads to bulk
requirements for children with disabilities
without considering their present
psychological and mental state.
 The Risk of Inclusive
Education
4. Disagreements of parents of normally
developing children who are educated
alongside with “abnormal students”
which will lessen the quality of
instruction and education as a whole.
 The Risk of Inclusive
Education
5. The absence of highly qualified therapists
(speech, occupational, physical) who could
provide additional services to the children
with special needs.
Benefits of
Inclusive
Education
On the other hand, a researcher Shinde
Vinodrao V. (2016) outlined the benefits
of inclusive Education in three
categories, namely
1. benefits of inclusion for students with
intellectual disability
2. benefits of inclusion for students
without disabilities, and
3. benefits of inclusion for teachers,
parents and communities.
Benefits of Inclusion to Students
with Intellectual Disabilities
 Benefits of Inclusion for
Students without Disabilities
Benefits for Inclusion for Teachers,
Parents, and Communities
END
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