LEARNING OBJECTIVES

At the end of the module, you are expected to be able to:

1. describe the concepts for special education;

2. enumerate the different special education program and services offered by the Philippine public
and private schools or institutions and cite examples for each; and
3. discuss belief and attitudes of teachers and the community about inclusive education

TOPIC OUTLINE

Lesson 1. Concepts and Meaning of Special Education

Lesson 2. Special Education Beliefs and Attitudes
Lesson 3. Types of Special Education Program and Services

INTRODUCTION

Exceptional children and youth like all other pupils in regular classes are individuals with their unique
traits and characteristics. Some of them learn slower than the average pupils, like those with mental
retardation. Meanwhile, those who are gifted and talented learn very fast and show creativity in their
work. There are exceptional children who have learning disabilities, so that, although their mental ability
is average or even above average, they do not learn as much as they can. Still others have sensory
disabilities, chronic health impairments, communication disorders and physical disabilities. However, in
spite of their disabilities they have psychological needs as other children: they want to belong, to be
appreciated, to be accepted and be loved. Likewise, they are capable of showing gratitude, friendship,
love and appreciation.

Thus, creation of special education and the inclusive education give way to assist these youth and
children in their development to help them cope up with the demands of the society and the community.

LESSON 1: CONCEPTS AND MEANING OF SPECIAL EDUCATION

• Special Education is the design and delivery of teaching and learning strategies for
individuals with disabilities or leaning difficulties who may or may not be enrolled in regular
schools. Students who need special education may include students who have hearing
impairment or are deaf, students who have vision impairment or are blind, students with
physical disabilities, students with intellectual disability, students with learning difficulties,
students with behavior disorders or emotional disturbance, and students with speech or
language difficulties. Some students have a number of disabilities and learning difficulties.

There are students who require special education of some kind in most elementary and primary school
classes, and with changing social values, increased acceptance and tolerance, and growth in the
provision of services and resources for special education across the country and the world, it is likely
that the numbers of students with special needs attending regular schools will increase rapidly.
Consequently, it is essential that all teachers develop practical and effective special educational
skills so that they may ensure that all students in their classes, including those with special
educational needs, learn effectively.

• Special Education is the design of teaching and learning strategies for individuals with
disabilities or learning difficulties. It is also about attitude, because teacher need a positive
attitude to be effective special educators (that mean teachers need that students have, including
the different types of disability and learning difficulties. Put simply, whenever a teacher makes
any kind of adaptation to their usual program so that they can assists a student with a special
need, that teacher is implementing special education. The most effective teacher have an
attitude that helps them to be successful with all their students. Which can be stated as follows:

“All of my students will learn when I find the right way to teach.”

Effective teachers don’t blame their students for not learning and they don’t exclude students who don’t
learn well. They “blame” their instruction and try to alter it so that it works better. This kind of positive
attitude is an essential part of special education and is the path to success for all students and their
teachers.

FOR WHOM IS THE SPECIAL EDUCATION?

Special education is for students with special education needs. These may be students who have
a general difficulty with some part of their learning at school or who seem to have difficulty with all kinds
of learning. They may be students with a particular disability, such as a hearing impairment, a vision
impairment, a speech impairment, a physical impairment, or intellectual disability. They may be
students with behavior disorders, emotional problems or a medical condition of one kind or another.
Their special need might be permanent or it might be temporary; this depends on the nature of the
need and, to some extent, on what action is taken by their parents, teachers and other community
members. Any student can have a special educational need at some time or another, and any student
can develop a special need. This is why it is sometimes said that special education is for all students.

There have been many research studies conducted across the world in an attempt to work out how
many students there are with special needs. The figures vary from time to time and from country to
country. They depend on the nature of the society, the ways in which special needs are defined and
described, the ways in which special needs are defined and described, the ways in which data is
collected, and so on. Some figures are based on formal medical and psychological assessment. Whilst
other are based on less formal, but often more practical assessments. Consider the following
examples, which may help to clarify the issue:

Example 1.

Juan lives in the Western part of Pangasinan. His village is a fishing village and all
the men and boys in the village hunt for fish each morning and evening. Juan’s
family also carve canoes and Juan helps his father and his elder brother with
fishing and canoe carving whenever he is not at school. Juan has earned a
reputation for being a good fisherman and he is also learning to carve very well.
Juan likes school because he has some good friends from other villages that he
only sees at school. However, now that Juan is in Grade 4, his inability to read, and
to understand mathematics problems and some other school activities, is causing
 real problems for him. Juan’s teacher arranged for him to be assessed at a special
education resource center and it was found out that Juan has a mild intellectual
disability and a mild hearing impairment as well. Juan’s teacher reported these
findings to his parents who were very upset to find that their child had a
disability. They said to the teacher that they had always been proud of Juan and
that other parents had told them how lucky they were to have such a good boy.
They said that now they felt sad and ashamed.

Example 2

Juliana is doing very well in her studies in Grade 3 at school. Juliana’s teacher is
very proud of how well Juliana is doing. Juliana’s parents are now very glad that
they enrolled her in school. Juliana has a form of paralysis in one arm and one leg,
which makes housework and gardening very difficult for her. Juliana’s parents were
always proud of their daughter because she is a cheerful and kind person and she
is also clever at drawing and making patterns but they were worried that she might
have trouble earning a living and finding a husband when she grows up. Some other
people in Juliana’s settlement are sympathetic towards Juliana and her parents and
other peoples also shared the parents’ concern about Juliana’s future. Now that
Juliana has been at school for two years and is doing so well, Juliana’s parents
think that she might have a good chance of earning a good living in the future, so
they are not as worried as they were. Juliana’s teacher says that there are a lot of
other children in Juliana’s class that don’t have disabilities but need a lot more of
her help!

The assessment of Juan and Juliana is very different at home and at school. In the village, no one
assessed Juan as a having a difficulty or disability at all, whereas at school, his disabilities are
noticeable and cause concern. In Juliana’s case, everyone in the settlement assessed her as not being
very capable and having a serious disability. At school, however, although everyone knows that Juliana
has a disability doesn’t affect her schoolwork and she is regarded as very capable. The lesson is that
assessment, disability and special needs can vary according to the context and, often, the
attitudes of parents, teachers, other students, community members and the student’s
themselves.

Beware of Categories

It is easy to get the impression when reading most special education textbooks that all
of the students with one type of disability are very similar to each other and need the
same sort of things. Nothing could be further from the truth! While deaf students, for
example, all need some of the same things, they are all very different from each other.
Their ability differs, they have different personalities and backgrounds, and they have
different interests. They are just as different from each other as all other children are
from each other. This is true of all students with disabilities; they are different from each
 other and they all have different needs. Only some needs will ever be similar. Teachers
must beware of placing students in disability or difficulty categories. In most cases,
categories are misleading and unhelpful. Students with disabilities should always be
treated as individuals with their own, unique characteristics.

SPECIAL EDUCATION TERMINOLOGIES

Advocacy groups, and others representing people with disabilities in recent years, have asked that
professional, the media and schools discontinue the use of disability terminology that devalues people
with disabilities. People with disabilities do not wish to be known as ‘a Down Syndrome person’ or ‘the
handicapped’, or by any such term. They wish to be recognized as valued members of society, that is,
people, who have a disability. People with disabilities therefore prefer terms such as:

A person with a disability

People with disabilities
The child with cerebral palsy
He has a physical disability
Do you have a hearing impairment?

The principle to be followed is people first, disability second (Foreman,

2000)

People with disabilities do not wish to be seen as the object of a punishment or blight, or as victims,
either. Nor do they wish to be seen as continually suffering or in need of sympathy. They don’t like
terms such as ‘suffers from’, ‘afflicted with’, ‘physical problem’, etc. They prefer their disability to be
referred to as something that they just have. Foreman (2000,p.21) provides a list suggested terms:

The World Health Organization (1980) determined the following definition, which have been generally
accepted throughout the world:
• Impairment - an abnormality in the way organs or systems function
Example: a medical condition, eye disease, a heart problem

• Disability - the functional consequences of an impairment

Example: an intellectual disability due to brain impairment; low vision;
deafness

• Handicap - the social or environmental consequence of a disability

Example: a person with a wheelchair is not handicapped when paths and
buildings are wheelchair accessible.

In writing and speaking about, and with, people with disabilities, whether they are young or old, it is
most important to use appropriate terminology. Firstly, it demonstrates to all that we value people with
disabilities as members of our society. Secondly, it educates those who read and hear what we say,
about appropriate terminology, and therefore gives them an opportunity too, to help develop and
promote positive, inclusive and equitable values.
LEARNING ACTIVITY 1
Explore the internet. Locate for a video/documentary (preferably in the Philippine setting) regarding
person with disability ( any category or disability). Determine the following:
1. What is the identified disability? How it is being identified or assessed?
2. Describe the situation (within family and community) the person with disability is currently
experiencing.
3. Based on the video/documentary, what is/are your recommendations to further
address/help/assist the person with disability in term of learning and involvement.

LESSON 2. SPECIAL EDUCATION BELIEFS AND ATTITUDES

Understanding the relationship between traditional and modern beliefs about why some individuals in
our community have some forms of disability or learning difficulties assists teachers in their work with
students, parents and their school communities. It is also the case that teachers need to have
positive attitudes towards students with special needs if they are to be effective in working with
these students. Teacher education students need to develop positive attitudes and gain good
understanding of how to go about changing attitudes form negative to positive, as teacher have a
special role to play in raising awareness and developing positive attitudes towards students with special
needs in schools and their communities.

In any elementary or primary school class there are likely to be several students with special
educational needs. Most of these students have learning difficulties or mild disabilities, such as mild
hearing impairment. There are also some students in some classes who have more significant
disabilities, and, with changing community attitudes and the Department of Education’s inclusive
special education policy, it is likely that more students with disabilities, and students with more severe
disabilities, will attend school in the future. For teachers to be successful in teaching students with
special educational needs, they need to have a positive attitude towards them, along with
confidence and the specific skills needed to teach them. On the other hand, to work effectively with
their colleagues and school communities, teachers also need a good understanding of their colleagues’
and community members’ values, beliefs and attitudes in regard to education of students with special
educational needs. In some instances, teachers become involved in shaping the attitudes of others.
These may be students, colleagues, students’ parents or the parents of students not attending school.
In the history of special education in the country and many other countries, teachers have long been
very effective advocates for students with special needs. The continuing development of special
education in the country will require teachers to continue in, and continue to develop, this important
role.

Teachers need to be aware of the range of beliefs about disabilities and other special needs that
exist, because an understanding of different beliefs helps teachers to understand and respond
to the different attitudes towards students with special needs that teachers are likely to
encounter from parents, students, other communities and colleagues. Sometimes teachers also
need to examine and review their own beliefs and attitudes.

Almost in every country in the world have traditionally regarded the birth of a child with a disability as a
consequence of particular actions on the part of the parents or one of the parents, or the
particular actions of other community members such as:
• Parents breaking a traditional tabu
• upsetting local spirits by harming the land or committing an unacceptable act
• not living up to all their responsibilities and obligations
• regarded as the consequence of a curse, spell or other magic being used against the
parents by another community member, or even a person from another community

Views about disability and special educational needs have changed dramatically in recent decades.
Medical research has explained many of the causes of most of the known disabilities while educational
researchers are continually finding new information about the social, educational and other non-medical
causes of apparent disabilities, learning difficulties, behavioral and emotional disorders, and so on.
Much remains unknown and it remains the case that many children are born with disabilities or develop
disabilities of which the cause is unknown, but, generally speaking, new findings from medical and
social science research fields are rapidly replacing traditional views of causes and treatments of
disabilities. New methods of treating and responding to special needs are continually emerging as well,
from the fields of medicine, social science and education, with a high degree of success, and new
technologies are also rapidly changing the ways in which many people with disabilities are able to
interact with the world.

Technological innovations do not reach developing countries as quickly as highly industrialized

countries so Philippines does not yet have access to most of these innovations but teachers and
clinicians, and people with disabilities, are able to access these technologies as they do become more
affordable and more robust. For example, there are some students and adults with disabilities in the
Philippines using Braille devices, hearing aids, computers, modern wheelchairs and other examples of
modern technology. On the other hand, teachers are in a much better position to take advantage of
new teaching techniques that do not require expensive technology but, nevertheless, can dramatically
improve the lives of their students.

Sometimes when a child is born with a disability, community members can be quick to identify some
wrong previously committed by parents, or others, in an effort to explain the appearance of the
disability. Such beliefs can lead to blame being cast against parents or others, ill feeling developing
within and among communities, and embarrassment on the part of the parents. This kind of situation
has sometimes led to children with disabilities in the Philippine communities being hidden away, denied
access to regular village or community life, and denied an education. Community based rehabilitation
workers have reported that this situation has occurred, for one reason or another, in many
communities, including cities, settlements and villages.

When parents and communities are informed of medical explanations for disabilities, or when it can be
shown that a child’s behavior or performance can be explained by particular socioeconomic or
educational circumstances, their feelings about the child or the parents can be very different to those
they might have traditionally held. Many communities in the country are trying to come to terms with the
clash of traditional, religious and scientific information and attitudes. Attitudes about disability are a
good example of this process.

ATTITUDE

Attitudes are, to a large extent, a reflection of a person’s fundamental beliefs. To understand and
appreciate a person’s attitudes (and even one’s own attitudes) a teacher often needs to understand or
identify that person’s beliefs. Special education, to a large extent, is all about attitudes and
attitudinal change. Many authors, and many practitioners, say that the single most important
factor that determines whether or not inclusive education works for students, is attitude.
Usually, this means the attitude of the teacher, but the attitudes of parents, students, principals and
colleague teachers are also very important and can `make or break’ inclusive education. Sometimes, in
order to bring about a successful model of inclusive education, teachers need to change the attitudes of
others or change their own attitudes. This can involve changing or modifying others’ beliefs or one’s
own beliefs.

In most highly developed countries, much of the debate in special education is about segregated
models of special education (i.e., special schools and special classes) versus integrated or
inclusive special education. The attitudes of teachers, parents, students, principals and so on, are a
most important factor in this debate and often influence the effectiveness of the various approaches. In
the Philippines, transport and communication factors, costs, attention to the international directions of
special education and a fundamental philosophy supporting equity of education for all within the
administration of the national Department of Education, have resulted in inclusive education becoming
the preferred (and probably the only practical) model of special education nationally. Consequently, the
issue in the country and other countries is not whether a child with a disability should attend a special
school or class, or a regular school, but, rather, whether the child can go to school at all, and for how
long the child should attend school (i.e., should the child proceed to upper primary, secondary, and so
on). At the school, the issue is should this child be at school and how can this child be managed at
school.

Changing Attitudes

For teachers to fulfill their responsibility in making sure that students with special educational needs
receive a proper education, they often need to become involved in attitude change. They may need to
change their own attitude. They will often be involved in changing the attitudes of others; colleagues,
principals, parents and students. Effective teachers are usually agents of change.

Changing attitudes isn’t always easy, although many teachers have changed attitudes simply by
demonstrating new or better practices. Teachers, parents and students are usually very impressed
when they observe effective practices. Practicing what you preach can be the most effective strategy of
all for changing attitudes. This often works to change teachers’ own attitudes! Teachers who actually try
out inclusive special education strategies often find that the strategies actually work, and this
experience changes their whole view of what can be done and what can be achieved. In fact, research
has shown that teachers who are more involved with inclusive special education have more positive
attitudes towards it than teachers who have not been involved in inclusive education and that teachers’
attitudes towards inclusion and students with special needs improve with support and experience
(Foreman, 2001).

Attitude can be thought of as having three components:

• Perceptions: The way people see things; the information they have about something; beliefs;
facts; assumptions; interpretations; experiences; understanding
• Emotions: The way people feel about something; commitment; subjectivity
• Actions: The way that people act, based on their perceptions and emotions; what people do
according to their attitude

Each component of attitude affects the other components. A person’s perceptions affect their
emotions (the way they feel), and their feelings influence the actions they take. When a person takes
action, they then usually change their perceptions, and so on. For example, a person may perceive that
working with a student with a disability is going to be difficult and unpleasant. They then have negative
emotions about doing it, but might go ahead with it anyway due to their feeling of responsibility. If they
then find that they can manage the student and feel more positively about the experience, then they are
likely to feel more positively about taking further action, and so on. In this way, each component of
attitude influences each other component.

Changing perceptions is probably the most important strategy in changing attitudes about disabilities
and other special needs. Informing people about actual causes of disability, demonstrating what can be
achieved, demonstrating and explaining the benefits of inclusive special education, and so on, can
make a huge difference to people’s attitudes. Changing perceptions works best when the explanation
or demonstration uses terms that the person understands, and when the benefits described or
demonstrated are ones that are valued by the person.

A Cycle of Attitude Change

Perceptions

Actions

Emotions
Emotions about students with special needs vary greatly. Some teachers feel uncomfortable working
with students with disabilities, while some have very positive emotions. Some teachers, and parents,
have very caring emotions but are over-protective and can actually limit the achievements and
opportunities of students with special needs by not exposing them to the hazards and risks of normal
life. Changing a person’s feelings usually involves changing the person’s perceptions but exposing the
person to the feelings of others encourages the person to have empathy, that is, they can begin to see
how others feel, and can see themselves in their shoes. For example, when a teacher or parent sees
the positive feelings of a child with a disability succeeding at school, playing with other children, and so
on, they begin to appreciate how important it is for that child to have those opportunities.

Actions are the most important component of attitude because it is actions that make the difference
and it is through actions that perceptions are changed. As mentioned above, people can change their
own perceptions and emotions by trying things out, and changing the attitudes of others can be
achieved very quickly by demonstration, or by walking the talk (actually doing what you say should be
done).

ADVOCACY

One of the most important changes occurring in the Department of Education society and schools is the
opening up of opportunities for children and adults with disabilities and other special needs. In most
communities in the country, people with disabilities have been cared for and valued, but they have not
been given access to the same opportunities as people without disabilities. They have not had access
to education, employment, independence and self-determination. As the society continues to develop
and evolve, teachers have an important role to play as advocates for children with special needs. The
most effective teachers are those that make a difference with the students whose needs are greatest
and who can be difficult to teach. When teachers aspire to be effective special educators, and take on
an advocacy role by making sure that students with disabilities attend school and receive an excellent
education at school, and are treated properly by others, then they become effective teachers. Effective
teachers benefit all students, win respect, and experience the highest levels of job satisfaction.

LEARNING ACTIVITY 1
Read the case study and answer the succeeding questions:

1.

Case Study

Abraham was born with a deteriorating form of physical disability in a village in Mountain
Province. During his early years, he was able to move around without any assistance but
after some years, he lost his ability to walk. After much talk among community members it
was found that Abraham’s father had committed adultery with another woman of the same
village. Abraham’s mother was hurt and contemplated divorcing her husband. Community
members believed that if Abraham’s father confessed his sins, Abraham would be able to
walk again and reconciliation of the family might also be achieved. Abraham’s father did
confess and asked forgiveness from his wife. Abraham’s condition did not improve after
his mother accepted his father’s confession, though, and his disability continued to
deteriorate. Abraham’s parents developed a stronger relationship and it was said in the
 village that it was their love for their child in his remaining years that brought them closer
together.

Class discussion:

In groups of 3-4, discuss responses to the following questions:

What could have caused Abraham’s disability?
How did traditional beliefs affect Abraham?
Did traditional beliefs help Abraham? How?
How would you describe the parents’ attitude toward Abraham?

2. Creating a scenario.

From your own experience or from your observation, design a case study about a girl or boy
with a disability. Make sure you describe
• the child’s special need
• any traditional, spiritual or contemporary beliefs about the child, the child’s parents or the
child’s disability
• any attitudes that affect the child
• any attitudes that affect the child’s school attendance or enrolment
• any other relevant information

What are the positive and negative consequences of people’s attitudes in your story?
How could you change the negative attitudes in your story?

LESSON 3: SPED PROGRAMS

Educational services for children with special needs (CSNs) come in several forms.
These include:

1. Resource Room Plan

Under this scheme, the child is enrolled in the regular school program but goes to a resource
room to use the specialized equipment either in a tutorial situation or in a small group. The resource
room teacher functions both as an instructor and as a consultant. The usual procedure is for the trained
resource room teacher to serve the area of exceptionality. However, occasionally, in small
communities, necessity may dictate that the resource room teacher serves children with a variety of
learning disabilities.

2. Itinerant Teacher Plan

Under this plan, an itinerant or traveling teacher serves one or more regular schools depending
on how many pupils need special help. The teacher gives direct and consultative services to children
and in addition, observes, diagnoses, makes referrals and evaluates performance.

3. Special Class Plan (Self-contained with provision for mainstreaming)

 This plan is aimed at children with more severe problems which make it difficult for them to learn
in a regular classroom setting. At times, they may be with their normal peers, but are usually not in an
academic situation.

4. Special Education Center

This adopts the “school-within-a-school” concept. The Center is administered by a principal and
operated according to the rules and regulations that govern a regular school. The Center functions as a
Resource Center to support children with special needs in regular schools, assists in the conduct of
school-based INSET, produces appropriate teaching materials, and conducts continuous assessment
of CSNs.

5. Special Day School

This type of school serves specific types of children with moderate to severe disabilities. A
comprehensive array of medical, psychological and social assessment and the presence of a trained
special educator are services that this school offers.

6. Hospital Instruction

This type of instruction is for the severely emotionally disturbed, the profoundly retarded who
are bed-bound, the crippled, those with chronic and/or serious health disabilities, and recovering
patients. Services include both bedside tutoring and group instructions. When a patient has recovered
and returned home, he/she is enrolled in a regular school.

7. Community-based delivery system

CBDS is for children with special needs who reside in distant communities and cannot avail
themselves of existing special education programs. They are reached by teachers, para-teachers or
volunteers who were trained to teach the basic 3 Rs and self-help activities to prepare them for useful
and independent living.

Alternative Educational Models for Children with Special Needs

1. Home-based Instruction. Has been conceptualized to reach more children with special needs who
cannot be served in a school-based or center-based program. This scheme utilizes parents as a
primary means in intervention strategy for early and compensatory measure of education and
rehabilitation of the mentally retarded. An offshoot of this program is the continuing parent
education that improved family’s involvement in the education of the retarded member, while
enhancing his opportunities in experiencing success in an educational program.
2. Hospital-based Instruction. Provision of instructions to children with special needs confined in
hospitals is made available in coordination with the DepEd. Special Education teachers are
assigned to the UP-PGH (University of the Philippines-Philippine General Hospital) Medical Center
for such special education program.

3. Community-based Special Education Program. Basically aimed at providing equity of access to

quality education, the community-based SPED program was piloted in 3 regions. The primary goal
of this program is to provide basic literacy, numeracy and livelihood skills to out-of-school
handicapped children ages 6-15 years through community services and resources.
4. Vocational Program. Training for livelihood skills for the adult mentally retarded can be done
through apprenticeship program. This on the job training under the supervision of trained personnel
who understands the nature of mental retardation and other disabilities. Training on vocational skills
is also conducted by the non-formal education in the elementary level.

5. Other programs include the hospital school such as the National Orthopedic Hospital School for
Crippled Children (NOH-SCC) and the special classes at the UP-PGH Medical Center for children
with impaired health.

References:
Department of Education, Bureau of Elementary Education, Special Education Division, Annual Report,
2004, Pasig City, Philippines, Department of Education

Department of Education, Bureau of Elementary Education, Special Education Division, 2nd Quarterly
Report, 2004, Pasig City, Philippines, Department of Education

Department of Education, Bureau of Elementary Education, Special Education Division, The national
Committee on Education for All (2000, October. EFA 2000: Philippine Assessment Report. Pasig City,
Philippines, Department of Education

Inciong, T.G. (2001, November). Current Efforts in Inclusion and Directions of Persons with Mental
Retardation,” paper presented at the 15th Asian Conference on Mental Retardation, Manila, Philippines

Inciong, T.G. (2003, August). Country Report: Empowerment and Full participation of People with
Mental Retardation: The Philippine Experience,” paper presented at the 16thAsian Conference on
Mental Retardation, Tsukuba City, Kanagawa Prefecture, Japan

National Council for the Welfare of Disabled Persons, 1996, April) Magna Carta for Disabled Persons
and its Implementing Rules and Regulations. Manila, Philippines: National Council for the Welfare of
The 1987 Constitution of the Philippines

Quijano, Y.S. (1988). “Networking of education support for children with special needs in the
Philippines’” A Country Report for the 18thAPEID Regional Seminar on Special Education, NISE, NOBI
Yokosuka, Japan

Republic of the Philippines. (1982). Education Act of 1982. (Batas Pambansa 232). Quezon City,
Philippines

Republic of the Philippines. (1987). The Constitution of the Republic of the Philippines). Manila,
Philippines

Republic of the Philippines. (1995). The Child and Youth Welfare Code (Presidential Decree No 603, as
amended). Quezon City, Philippines

Republic of the Philippines. RA 9155 –Governance of Basic Education Act Quezon City, Philippines
UNESCO. Overcoming Exclusion through Inclusive Approaches in Education: A Challenge and a Vision
Conceptual paper. UNESCO 2003