Inclusive Education

INCLUSIVE EDUCATION
 a term uses to promote quality and equitable education for all, without exclusion, including those who may be
potentially marginalized by learning needs.
 refers to an education system that accommodates all children regardless of their physical, intellectual, social,
emotional, or other conditions.
 process of strengthening capacity of education system to reach out to all learners and key strategy to achieve
education for all (EFA) goal.
INCLUSIVE EDUCATION AIMS:
 Provide a flexible and individualized support system for children and youth with special needs in a regular
class environment in schools.
 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.
INCLUSIVE EDUCATION OBJECTIVE:
special education shall be the development and maximization of learning competencies, as well as the inculcation
of values to make the learners with special needs a useful and effective member of society.
INCLUSIVE EDUCATION ULTIMATE GOAL:
shall be the integration or maintenance of learners with special needs into the regular school system and
eventually in the community.
IDENTIFICATION, SCREENING, ASSESSMENT AND EVALUATION OF CHILDREN
>shall be conducted by the school and the
>community utilizing appropriate assessment instruments.
>Identification and assessment of every child shall be conducted as early as possible.
SCHOOL ADMISSION AND ORGANIZA
TION OF CLASSES
• Children with special needs shall enjoy equality of access to formal and nonformal education.
• Educational help for the handicapped child shall be made available as early as possible.
• Every school division shall organize special classes and provide special services for children with special needs.
(PD 603)
 All schools at the preschool, elementary, secondary and tertiary levels shall admit children and youth with
special needs.
 Preschool education and post secondary education for technical and vocational courses shall be salient
features of the
formal education of children with special needs.
 Only persons with special needs shall be eligible for enrolment in special schools.
 Placement in a special class shall be temporary and not terminal, thus a continuous assessment process is
essential.
 A maximum of only 2 children with the same or different type of handicapping condition shall be integrated
in a regular class at any given time.
 An itinerant teacher shall have a case load of not more than five children with special needs.
CURRICULUM CONTENT
 Regular curriculum - the curriculum prescribed for regular children.
 Modified curriculum - the curriculum prescribed for regular children with certain adaptations to meet the needs of
special children.
 Special curriculum - the curriculum for children with special needs aimed primarily at developing special
adoptive skills to maximize their potentials.
PROGRAMS SETTINGS
> Mainstream
> Resource Room Plan
> Itinerant Teacher Plan
> Cooperative Class Plan
> Special Class Plan
> Residential School
> Hospital Instruction.
> Homebound Instruction
> Community-based Delivery System.
APPROACHES TO MAKE INCLUSIVE EDUCATION WORK
 National Assessment of Student Learning (NASL): DepEd Order 55, series 2016
To promote rights of learners with special educational needs and to measure their progress in the
attainment of curriculum learning standard, three assessment reform were featured in NASL
o inclusion in all national assessments,
o prescription test accommodations for them
o provision of their own test performance profile.
 Multi-factored Assessment Tool (MFAT) Deped order 29 series 2018
An assessment tool for screening the special educational needs of learners in schools. The implementation
of MFAT in regular schools is mandated by the Ministry through Deded order 29, series of 2018. As
describe by the policy, the MFAT will be used to assess the first graders who may exhibit developmental
advancement or delays or have manifestation of learning disability.
 Establishment of a SPED Center which will function as a Resource Center
o Support children with special needs enrolled in regular schools
o Conduct of in-service trainings for regular teachers and administrators
o Conduct assessment of children with disabilities
o Produce appropriate teaching materials
 Information, Dissemination and Education
o Explanation of concepts
o In-service trainings
o Continuous orientation of the school personnel and pupils in inclusive schools
 Strengthening the Support Services which include the following:

o Hiring of trained SPED teachers
o Provision of specialists like physical therapist, speech therapist and other specialists
o Hiring of teacher-aids
o Provisions of instructional materials and equipment.
o Parent and Community Involvement
o Provision of parent Education
o Involvement of families / communities of people with disabilities
o Linkage with other GOs and NGOs
Types of Mainstreams
Or Least Restrictive Environment to the maximum extent possible for the child/youth to participate in regular classes
together with other students in conjunction with the general education curriculum.
A. Partial Mainstream - students are educated in regular classes at least half the day and receive additional
help or specialized services.
B. Full Mainstream - complete regular instruction and receive all special service in general classroom.
1. Pros and Cons of Mainstreaming in Education

Pros:
Develop a sense of belonging and become better prepared for life in the community as a children and adult.
Allows children to work on individual goals together with their own age.
Encourage the involvement of parents in the education of their children and activities of other local school.
Foster a culture of respect.
Provides the opportunity to accept individual differences, develop friendship with one another.
Cons
Costly
Get tease and ostracized
Sometimes it causes disruption of learning for other students
Teacher training concern
2. ADAPTATIONS
are changes in the way instruction and assessment are carried out to allow a learner equal opportunity to
demonstrate mastery of concepts and achieve the desired learning outcomes.
 Adapting Classroom Structure
 Adapting Teaching Methods
 Adapting Classwork and Homework
 Adapting Quizzes and Exams
3. ACCOMMODATION
It is a type of adaptation that change how the students learn the material.
is a change that helps a student overcome or work around the disability. Allowing a student who has
trouble writing to give his answers orally is an example of an accommodation. This student is still
expected to know the same material and answer the same questions as fully as the other students, but he
doesn’t have to write his answers to show that he knows the information.
Sample:
• seated next to the teacher.
• Time format
• taking the test on a computer
• using audio books
• getting sign language
• Offering assistive technology
4. MODIFICATION
It is a type of adaptation that change what a student taught or expected to.
means a change in what is being taught to or expected from the student. Making an assignment easier so
the student is not doing the same level of work as other students is an example of a modification.
• Reading material is shorter and easier
• questions might be fewer or not cover the same material
 making a list of words instead of writing a sentence
 throwing a ball in the air instead of into a target
Accommodation prescribes by the National Assessment in Student Learning (NASL)

1. Separate, accessible testing room situated at the ground floor near clean and accessible restrooms. They must
be grouped according to difficulty.
2. Double the time for test taking. This is to give them ample time to read and answer the test.
3. Flexible rules such as allowing test takers to stand up occasionally or get out of the room for those who have
difficulty concentrating.
4. Personal assistant must be allowed to help those with difficulty walking/moving/climbing steps.
5. Qualified sign language interpreters who shall ensure that all spoken instructions during testing are adequately
interpreted to those who have difficulty hearing.
6. Alternative test formats (Braille, large print, audio, electronic).
7. For examinees with difficulty seeing, alternative response formats can be used, such as oral type wherein an
examiner reads the test items to the examinee and a scribe shades the answers in the scannable answer sheet.
These alternative formats may also be used by other learners as needed.
8. Appropriate test furniture (table, chair).
“What is most important to know about modifications and accommodations is that both are meant to help a child to learn.”

Inclusive Education

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INCLUSIVE EDUCATION

 Strengthening the Support Services which include the following:

1. Pros and Cons of Mainstreaming in Education

Accommodation prescribes by the National Assessment in Student Learning (NASL)

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