Report Title : INCLUSIVE EDUCATION
EDUCATION POLICIES
The right to education is a basic human right.
All children and youth shall have access to quality education.
Inclusive education shall be concerned with all learners, with focus on those who have
traditionally been excluded from educational opportunities.
Support system shall be organized and delivered holistically.
What is Inclusive Education?
Inclusive education implies all young learners, young people-with or without disabilities
being able to learn together through access to common pre-schools and schools with an
appropriate network of support services.
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 DOCUMENTS 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)
Philippine Model of Inclusion
1. Partial mainstreaming towards inclusion
- students are educated in regular classes at least half the day
- receive additional help or specialized services
- pull-out
2. Full mainstreaming or inclusion
- complete regular instruction
- receive all special services
in general classroom
PRINCIPLES FOR THE INCLUSION OF DISABLED CHILDREN IN SCHOOLS
Zero rejection
All the disabled children have the equal right to learn and benefit from education and co-
curricular activities.
It is the school which has to adjust according to the needs and requirements of the disabled
children.
To provide for the training of regular teachers.
To provide for vocational training suitable according to their abilities at higher and senior
secondary level.
To promote awareness and realization in the community for the education of the disabled
children.
• PRACTICING INCLUSIVE EDUCATION
Understanding inclusion as a continuing process.
Encouraging the participation of all students, teachers and parents.
Making the curriculum flexible according to the needs of the disabled ,while keeping the
objectives of education the same for all children.
Providing support for the teachers as well the students.
• COMPETENCIES NEEDED FOR AN INCLUSIVE TEACHER
Should have the ability to solve problems.
Should know about the interest, aptitude and abilities of the disabled children and use them
to develop various skills in them.
Have the ability to set high targets for disabled children.
Have the ability to provide success experiences to the disabled children.
Should have the knowledge of special instructional material and how to use them.
Should be highly patient,welcoming,polite and devoted.
Should work as team with parents and special educators.
Keep a record of the child’s achievements and failures.
• FEAR OF THE PARENTS
Parents think that their children with disability may not gain effectively in the inclusive
setting.
Parents fear that their children will be teased or harmed in the inclusive setting.
• CONTINUUM OF INCLUSIVE EDUCATION
Full time placement in regular classroom.
Full time placement in the regular classroom with special education consultations.
Full time placement in regular classroom with provision of itinerant educator.
Full time placement in regular classroom with a resource room and resource teacher.
Education in special class in general schools.
• INSTRUCTIONAL STRATEGIES AND COMPENSATORY SUPPORT DEVICES
FOR PHYSICALLY HANDICAPPED
Adjustable furniture
Wheel chairs, Crutches
Removing structural barriers
Standing frames
FOR BLIND CHILDREN
Braille
Mobility sticks
Yellow path
Audio aids and recordings
Concrete objects to teach shape, size, weight, thickness etc. near to real experiences
through touch, smell and hearing.
Teacher should be more verbal.
Talking books and calculator
Making them familiar with the directions
Providing for auditory cues in games and sports.
FOR HEARING IMPAIRED:
Hearing aid
Action oriented situations like dramatization for teaching emotional concepts.
Use of visual aids like transparencies, chalk board, flash cards, handouts of classroom
instructions
Lip reading.
Placing the child in the front row.
Providing for speech trainer
FOR MENTALLY RETARDED (slow learners):
Concrete objects for teaching different concepts real life like situations
Making repetitions.
Activity based learning rather than seat based learning.
Limit the distractions as much as possible
Providing the content in easy language with a lot pictures.
FOR GIFTED CHILDREN
Skipping the classes at Primary Level.
Receiving some instructions at a Higher Level with another group of students.
At secondary level special courses can be organized like-foreign languages, college level
course.
Modification of the content by increasing its complexity and by bringing novelty.
