Introduction to Special and Inclusive Education

CHAPTER 1

Diversity in the world is a basic characteristic of human  It is the exploration of these differences in a safe,
society, and also the key condition for a lively and dynamic positive, and nurturing environment.
world as we see today.
 It is about understanding each other and moving
~Hu Jintas beyond simple tolerance to embracing and
celebrating the rich dimensions of diversity contained
within each individual.
 ACCORDING TO HIM. THAT IS THE FLAVOR OF THIS
WORLD. BEING HAVING A DIVERSE
CHARACTERISTICS OF HUMAN SOCIETY

The beauty of the world lies diversity of its people

~unknown

 IF WE ARE SAME TRAITS, CHARACTERISTICS, RACE,

SAME HEIGHT LIFE WILL BE BORING OR OUR LIFE
WILL NOT BE INTERESTING.

 BUT BECAUSE OF DIVERSITY WE CAN NOW

APPRECIATE BEAUTY.

"I speak to everyone in the same way, whether he is the Different features, gender, sexual orientation but we have
garbage man or the president of the university" same emotional experiences’
- Albert Einstein
There’s no need to discriminate or to judge based on their
"We could learn a lot from crayons; some are sharp, some characteristics because we only have one race which is
are pretty, some are dull, while others bright, some have the human race and we should be proud of our differences
weird names, but they all have learned to live together in because it makes our life more interesting and unique
the same box."

Designed by: Leighn L.

- Robert Fulghum It's about getting to know one another and going beyond basic
tolerance to embrace and celebrate the rich diversity that each
 IMAGINE A COLORS OF A CRAYON AND HAS person possesses.
DIFFERENT COLOR, BRIGHTNESS, AND SHARPNESS
BUT EVEN THOU THEY HAVE DIFFERENCES It entails exploring these variations in a safe, motivating, and
THEY LIVE IN THE SAME BOX encouraging environment.
 WE HUMANS ALSO LIVE IN THE SAME WORLD BUT
HAS DIFFERENT PERSONALITIES AND DIVERSITY WHEEL?
CHARACTERISTICS OR UP BRINGING’S IN LIFE

WHAT IS DIVERSITY?
 Diversity can be defined as the sum of the ways that
people are both alike and different.

It means understanding that each individual is unique, and

recognizing our individual differences.

These can be along the dimensions:

 of race,
 ethnicity,
 gender,
 sexual orientation,
 socio-economic status,
 age,
 physical abilities,
 religious beliefs,
 political beliefs,
 other ideologies. INTERNAL DIMENSIONS
Broad Definition

NAME 1
diverse factors of which we have no control (though "physical  Management status
ability" can change over time due to choices we make to be  MANAGEMENT STATUS means the status
active or not, or in cases of illness or accidents). of a person by reason of such person's past,
present or future service as a director,
 Age officer, manager or member of the board of
 Gender managers of any Nexeo Company
 Sexual orientation
 Physical ability
 Ethnicity 4 LAYERS MODEL
 Race
PERSONALITY

PERSONALITY
CAN BE DEFINED AS THE DISTINCTIVE AND
EXTERNAL DIMENSIONS CHARACTERISTIC PATTERNS OF THOUGHT, EMOTION,
Developed through friendship AND BEHAVIOR THAT MAKE UP AN INDIVIDUAL'S
PERSONAL STYLE OF INTERACTING WITH THE PHYSICAL
These are elements of our life that we can influence, that may AND SOCIAL ENVIRONMENT.
change over time, and that typically serve as the foundation for
decisions about our employment and work habits.  This includes an individual’s likes and dislikes values,
and beliefs
 Geographic location
 Surigao City  Personality is shaped early in life and is both
 Income influenced by, and influences. The other three layers
 Salary [based on decision and career throughout one’s lifetime and career choices
 Personal habits
 I like scrolling Facebook
 Reactions habit
 Exercising, walking, running
 Religion
 Born again
 Educational background
 About
 Workplace
 Snsu
 Appearance
 Physical appearance
 Parental Status
 parental status is whether or not a person
has a child or children
 Marital Status Sigmund Freud- our behavior is rooted in our early
 married; divorced, separated, or widowed; experiences
and never married.

ORGANIZATIONAL DIMENSIONS
It's about your work settings

The event company's structure and general managerial

systems are covered by the organization dimension.

 Functional Level/ Classification

 Functional level strategies are the actions
and goals assigned to various departments
that support your business level strategy and
corporate level strategy.
Erik Erikson – all about different conflict need to be resolve as
 Work content/field a person
 Work
 Division/department unit/group
 Work
4 TYPES OF TEMPERAMENT
 Seniority
1. Choleric Different liquids and
 work
2. Sanguine fluids in our body
 Work location
3. Melancholic  Black bal
 Work place
4. Phlegmatic  Yellow bal
 Union affiliation
 an “affiliation” contemplates a changed  Blood
relationship between unions with no previous  flem
affiliation, whereby all unions continue to
exist. CHOLERIC
 bad-tempered or irritable.

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Strength  Shy
 Ambitious  Passive
 Planner  Indecisive
 Efficient  Permissive
 Leader  Unambitious
 Confident  Apathetic
 Motivator
INTERNAL DIMENSION
Weakness
 Demanding These include aspects of diversity over which we have no
 Intolerant [no mistake or no excuses] control
 Too busy
 Impatient  (though "physical ability" can change over time due to
 Tense choices we make to be active or not, or in cases of
 Inflexible [unwilling to change or compromise.] illness or accidents).

SANGUINE This dimension is the layer in which many divisions between

Have more friends and among people exist and which forms the core of many
Strengths diversity efforts.
 Sociable
 Out-going  These dimensions include the first things we see in
 Optimistic other people, such as race or gender and on which
 Forgives we make many assumptions and base judgments.
 Confident
 Fun-loving
EXTERNAL DIMENSION
Weakness
 Impulsive These include aspects of our lives which we have some control
 Often late over, which might change over time, and which usually form
 Selfish the basis for decisions on careers and work styles.
 Exaggerated
 Forgetful This layer often determines, in part, with whom we develop
 shameless friendships and what we do for work. This layer also tells us
much about whom we like to be with.

MELANCHOLIC ORGANIZATION DIMENSION

Strengths This layer concerns the aspects of culture found in a work

 Thoughtful setting.
 Considerable
 Organized  While much attention of diversity efforts is focused on
 Detailed the internal dimensions, issues of preferential
 Creative treatment and opportunities for development or
 Self-reliant [trustworthy] promotion are impacted by the aspects of this layer.

Weakness
 Moody
 Discontent
 Obsessive D-Different
 Perfectionist I-individual
 Pessimist V-Valuing
 Tunnel vision [focus on one factor instead of looking E-Each Other
outside the box] R-Regardless of
S-Skin
I-Ideology
T-Talents or Years
Y-Years

It's about getting to know one another and going beyond basic
tolerance to embrace and celebrate the rich diversity that each
PHLEGMATIC person possesses.
having an unemotional and stolidly calm disposition.
Strengths It entails exploring these variations in a safe, motivating, and
 Calm encouraging environment.
 Reliable
 Diplomatic
 Content We are the world
 Accepting We are the children
 Rational [think before you speak] We are the ones who make a brighter day, so let's
start giving
Weakness

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There's a choice we're making Special Education (SpEd) - is defined as classes or
We're saving our own lives instruction designed for students with disabilities, giftedness
and talents.
It's true we'll make a better day, just you and me
 Special Education Needs (SEN) is a term in some
WHAT DOES THE ILLUSTRATION IMPLY? countries to refer to children with impairments that
seen as requiring additional support (UNESCO, 2017,
Our educational system nowadays is very poor pg. 7).
and sad. Not only is our government unaware,
but it also promotes discrimination when it MAINSTREAMING
comes to the differences or diversity of a
Mainstreaming - is the practice of educating students with
learner. It shows that our educational system
learning challenges in regular classes, in the least restrictive
only focuses on students who excel in that area environment, based on their skills.
of education instead of focusing on the wide
education that qualifies learners for their
differences when it comes to learning. I believe With these concepts, teachers shall be considered as the
that this kind of system should be stopped and primary implementers of inclusive education as they
that it needs to change in order for our learners address the diverse needs of the learners.
to be motivated to learn. By assessing the right
INTEGRATION
education for them that will unleash their
potential, we must help students discover their Integration - according Franklin (1996) refers to the creation of
strengths. spaces such as regular classrooms, special education
classrooms or pull-out services for diverse learners.

DepEd Order No. 021, s. 2019 - Policy Guidelines on the K to

CHAPTER 2: BASIC CONCEPT RELATED SPECIAL AND
12 Basic Education Program INCLUSIVE EDUCATION

 Appropriate programs and services are provided to

learners with Disabilities. A school that admits learners with disabilities and
UNESCO them
combines states that
with inclusion
regular pupilsisinthe
theprocess of addressing
regular classroom
and
is responding
said to performto INTEGRATION,
the diversity of needs
whileofthe
all classroom
learners through
is
increasing
called participation in learning,
as a MAINSTREAMED CLASSROOM,culture and communities,
however, this
DepEd Order No. 42, s. 2017 - The field is hereby informed of and reducing exclusion within andmean
from education.
the National Adoption and Implementation of the Philippine setup does not automatically that they already
Professional Standards for Teachers (PPST). practice inclusion.
It involves changes and modifications in:
 content
 Committed to supporting teachers to deliver quality  approaches
teaching, which is vital in raising student achievement  structures
and reaching peak performance.  strategies
With a common vision which covers all children of the
Inclusive Education [IE] – is about putting the right to appropriate age range and a conviction that it is the
education into action by including all learners, respecting their responsibility of the regular system to educate all children
diverse needs, abilities and Characteristics and eliminating all (UNESCO, 2005).
forms of discrimination in the learning environment.
[UNESCO,2009] Exclusion – occurs when students are directly or indirectly
prevented from or denied access to education in any form
 it is the process of strengthening the capacity of the
education system to reach out all learners [UNESCO, Segregation - occurs when the education of students with
2017] disabilities is provided in separate environments designed or
used to respond to a particular or various impairments, in
 is the process that helps overcome, barriers limiting isolation from students without disabilities.
the presence, participation and achievement of
learners [UNESCO,2017, P.13].
Integration - is a process of placing persons with disabilities in
existing mainstream educational institutions, as long as the
Inclusive Education (IE) - is the key standard and core former can adjust to the standardized requirements of such
principle of the K to 12 curriculum, and as an inclusive institutions.
curriculum, it is learner-centered, developmentally-appropriate,
culture- sensitive, relevant, gender-responsive, and Inclusion - involves a process of systemic reform embodying
contextualized. (DO 21 s. 2019). changes and modifications in content, teaching, methods,
approaches, structures, and strategies in education to
overcome barriers with a vision serving to provide all students

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of the relevant age range with an equitable and participatory  Is defined as the process where all types of learners with
learning experience and environment that best corresponds to diverse needs are given equal opportunities for a
The learners with disabilities, giftedness and talents are meaningful life in non- discriminatory environments.
accommodated in a special class along with other learners
of the same condition.  These environments foster belongingness through
A special curriculum is structured on the learners' condition culturally or spiritually sensitive, learner-centered
curriculum, learning processes, delivery modes, and
 (e.g. intellectual disability, visual impairments) but settings (Bustos, et.al., 2014, pg.19).
is based on the regular curriculum
The learners with disabilities, giftedness and talents are  Gifted
But in practice, and Talented
students Learners in the Philippines
with disabilities
given specialized and intensive instruction anchored on their  Indigenous
are either placed People education setting or in a
in an inclusive
curriculum.  Muslim
special education People
setting.
The special education teacher oversees the learning of the  With Disability-Alternate Learning System
learners with disabilities, giftedness and talents with the Inclusive Education
collaborative partnerships of other professionals listed in the All learners, regardless of the condition, participate in
individualized Education Plan/ Program (IEP). mainstream classroom alongside their age peers.
For one-on-one: 1
For group: 3-4 The learners adhere to prescribed curriculum and
For resource group: 5-10 methodology with some accommodation/ adaptations and
their requirements and preferences. modification to meet the needs of learners with disabilities,
giftedness and talents.
CONCEPTUALIZATION OF INCLUSION,
MAINSTREAM AND INTEGRATION All students simply require good instruction, but different
teaching strategies may be employed to those with low or
INCLUSION very high education needs.

 Placement of learners in the regular class is based on The General education teachers oversees the learning
age, regardless of their abilities or disabilities. students and, in some cases, with the help of Shadow
Teacher or special education teacher.
 There are no pullouts and no shadow teaching.
Ideal Number of Learners: 30-35
 Individualization within the class without pullout.

Special Education

Special Education refers to programs that cater to the

MAINSTREAMING educational needs of learners with disabilities, giftedness
and talents, apart from their same-aged peers.
 Placement of learners in the regular class is based on
the admission requirements. Special Education involves planning, implementing,
 Provisions of interaction with regular children, with the
monitoring and evaluating a specially designed and
regular class, as the child's station. coordinated set of services through an Individualized
Education Plan/ Program (IEP).
 May include shadow teaching in the regular class,
provision for pullout and one-on-one. Individualized Educational Plan/ Program (IEP)
tailored to identify and address the specific
INTEGRATION strengths and limitations towards their educational,
 Placement of learners in the regular class in one or
social, behavioral and physical development.
more subjects or activities.
Learners with Special Education Needs (LSEN) are
also referred as:
SWAN Students with Additional Needs

CSN Children with Special Needs

 Provisions of interaction with regular children, with the SEN Students with Special Education Needs
SPED class as the child's station.
SEND Children with Special Education Needs and
 May include tutorial and other learning-assistance Disabilities
programs.
LWD Learners with Disabilities (preferable ferm
according to Bustos, 2018)
PHILIPPINE INCLUSIVE EDUCATION
Note: The rights of Persons With Disabilities (PWD) are
fundamental human rights and are NOT special rights.

In Addition: The term "disability" is not a derogatory term,

NAME
while the term "special" might be. 5
 SOCIAL MODEL
MEDICAL MODEL
The barriers created by the society are the problem.
The person is the problem
The barriers need to be removed.
The individual needs to change.
PWDs have independence, control and choice
PWDs become the victim or client that their
responsibilities are disempowered.
Resources are made available to regular services.
Assessment, monitoring ang evaluation are imposed by
Training of parents and professionals are provided.
therapy.
Society evolves.
Segregation and alternative services are given.

Society remains unchanged.

In the school setting, apart from the structural barriers, many

learners with disabilities face ATTITUDINAL BARRIERS that
could lead to isolation and low achievement in the classroom.

As a pre-service teacher, it is important to avoid:

In making education inclusive, teachers use both
ACCOMMODATION and MODIFICATION strategies in  DISCRIMINATORY BEHAVIOR AND LANGUAGE
teaching.
 SENSITIVE ENOUGH NOT TO MAKE THEM FEEL
ACCOMMODATIONS DIFFERENT
Meaning: Change how learners with disabilities, giftedness,
and talents learn the same-material and meet the same  AVOID NAME-CALLING
expectations as their age peers

 Example: A person with visual impairments using

audio books, highlighted texts or large print materials

MODIFICATION
Meaning: Changes what a student is taught or expected to
learn

 Example: A person with intellectual disability use less

complicated text materials of different content topic,
than their age peers

The term "DISABILITY" is often confused with impairment. The

precondition to completely understand its definition is by
becoming acquainted with its two major disability models,
MEDICAL and SOCIAL MODEL.

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 This chapter will provide as an overview on the
HISTORICAL, PHILOSOPHICAL, THEORETICAL AND
LEGAL FOUNDATIONS OF SPECIAL AND INCLUSIVE
EDUCATION

 It is important by having a perspective of

any idea that underpins the special and
inclusive education, all the events that lead
to current state ang legislative population
upholding the rights of the learners with
disabilities gifted and talented.

You as future teachers will gain better

understanding appreciation of special and inclusive
education with all this background with all this
concept that you will receive right now are expected
that it will be easier for you to understand these
two educational System that are so intertwined
that it will be difficult to discuss without mentioning
the other one.

Expectation from this lesson:

We will look at the major developments of inclusive
education either in the local or global setting

We will also tackle about how the perspectives and

views about learners with disabilities gifts and
talents had change through time and along with
these changes are the ways of addressing their
needs

TIMELINE DIAGRAM

Historical, Philosophical, and Theoretical

Foundations of Special and Inclusive Education

[1] ERA OF EXTERMINATION

During the Greek and Roman Era, people held

such negative views about disability that it was
regarded as a punishment from God, something
signifies being bad or evil.

 Military Environment were a status

 Learners with disabilities see them as
defectives
 They want to eliminate every single disabled
person during the time.
 Their parents have the right to eliminate if
their child have a disability.
 It was an obvious discrimination
 Old testament in the bible stated that man is
made in his own image and that were their
CHAPTER 3: HISTORICAL, PHILOSOPHICAL, THEORETICAL bases assuming to be disable they are
AND LEGAL FOUNDATIONS OF SPECIAL AND INCLUSIVE
viewed to be impure
EDUCATION
 They want to justify that it is ok to kill people
 They were denied by their right through the
laws

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  They interpreted person with disability is a
sign of evil. PERSPECTIVES ON EDUCABILITY IN THE EARLY
BEGINNINGS OF SPECIAL EDUCATION
In the new testament that perspective have change
that time of Jesus being helpful to person with 1578 (PEDRO PONCE DE LEON)
disabilities. Education was provided to DEAF CHILDREN from
nobility
 Jesus healed the disabled person and
associated with them.  Ponce de Leon established a school for the
deaf at the San Salvador Monastery in Oña.
 His students were almost all children of
wealthy aristocrats who could afford private
ERA OF RIDICULE tutoring.
During the Middle Ages, people with disability were  His work with deaf children focused on
treated with ridicule in which they were used as helping them to learn how to speak
servants or fools; they were used as clowns; they language audibly.
were mocked for their deformities and behavior; or
may even be ordered to be put to death.
1960 (ABBE CHARLES MICHEL)
 They see disabilities as slave and clown. Put up an institute for the Deaf

I. Abbe de L’Epee, a French Catholic priest,

[1] ERA OF ASYLUM founded the first social and religious
association for deaf people around 1750.
During the Renaissance Period, the Catholic
Church began accepting persons with disabilities II. L’Epee’s full name was Abbe Charles
as wards of states. This was the start of humane Michel de L’Epee and he was one of the
treatment. They were taken cared for, albeit in most important people in the history of sign
isolation. Yet, considered as uneducable. language.

 Start to have an isolation place for

disabilities. 1892 (LOUIS BRAILLE)
 They will be put into an albeit. Invented Braille script to allow the blind to read
 They see disabilities as a need of help
 But yet everyone sees them as uneducable.  Louis Braille was a French Educator who
 See them as hopeless. invented a tactile system of reading and
 Unless they can be treated by their writing for the blind and visually impaired in
disabilities. 1824.
 The system is called braille and it consists
of raised dot codes that are used worldwide
to read and write until this day.
 Louis Braille was born on January 4, 1809
in Coupvray, France
TIMELINE DIAGRAM
A Timeline of Events, Persons and Ideas that
Shaped the Early History of Special and Inclusive
Education
To reinforce equal treatment among all humans,
one should have the right education regardless of
his or her disability. MID-1700S

 We need to promote inclusivity  Joseph Pereire - known for work on

"deafmutes"
 Using sign language or a machine
This lead some individuals to device ways to deliver he invented.
education to those with disabilities and thus started  He taught them arithmetic to do
the development of SPECIAL AND INCLUSIVE simple calculation.
EDUCATION

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  Jean Marc Itard-known for his work on  Head Start program which promoted early
intellectual disability intervention for children who were or at risk
of becoming handicapped.
 known for vector he is a wild boy in
Averon a child who wondering naked  Samuel Kirk - coined the term "Learning
in the wood and race by animals disabilities"
 Taught him of object, letters,
alphabets and meaning of those
words 1970S AND BEYOND

 SPED started to be recognized as a formal

EARLY 1800S and identifiable profession

 Samuel Gridley Howe - known for his work  Legislation regarding SPEd were created
with blind individuals
 Built a school for blind individuals
 1829 invention brail for the blinds
DEVELOPMENTS IN THE LAST CENTURY (1900S)
 Edouard Seguin (Itard's student) - focused
on teaching intellectual disability
 Student of etards mark The biological perspective has gained emphasis
leading to the medical model suggesting
institutional care to be given to individuals with
EARLY 20TH CENTURY disability.

 Maria Montessori - develop techniques & At the end of the Second World War, the special
materials for intellectual disability educational system was created and organized in
parallel to regular education
 Despite advances of SPED, institutions for
SPED became the dumping ground for
unwanted individuals

1920S TO 1940S FROM SPECIAL EDUCATION TO INCLUSION

 Henry Goddard published a famous study

about a family of mentally retarded that Advantege
reinforced negative attitudes toward
Specially designed instructions along with special settings
individuals with special needs. (segregation)

Special teachers, specialists (therapists)

 Alfred Strauss & Heinz Werner -known for
Special ratio (low student to teacher ratio)
their research on neurological basis of
learning disabilities Special methods/ tools (sign language, use of Braille

Brain-master control system of the human Special program and goals (integration to society)
movement activity

1950S TO 1970S Disadvantage

Reinforces their being "Disabled"

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 Less is expected of them  Allow them to integrate physically, socially
and pedagogically (mainstreaming,
Segregates them from the community integration, inclusion)
Provides them less chance to interact with other children
their age Economic pressure
 To bring support services to the child, rather
than the child to the support services.
WORLD HEALTH ORGANIZATION (WHO) 1996
LEGAL BASES OF SPECIAL AND INCLUSIVE
Impairment EDUCATION IN THE PHILIPPINES
 Any loss or abnormality of psychological,
physiological or anatomical structure or 1907
organ or function. The Insular School for the Deaf and Blind was
established
Disability
 Any restriction or lack (resulting from an 1960
impairment) of ability to perform an activity
Programs for the Gifted were developed
in the manner or within the range
considered normal for a human being. 1977

Handicap The position for Undersecretary for Education and

 A disadvantage for a given individual that Culture for Non-Formal Education (PD 1139 was
limits or prevents the fulfillment of a role that created
is normal
1983
BP 344 or the Law to Enhance Mobility of Disabled
Persons

1987
The Philippine Constitution (Article XIV, sections 1
and 2)

1989
Proclamation 480 declares the Period 1990-1999
as the "Decade of Education for All"
THREE (3) KINDS OF PRESSURES

Ethics and moral pressure 1990

 Associations, laws and increased World Declaration on Education for All
awareness (Ex. Universal Declaration of
Human Rights 1948) 1992
RA 7277 Magna Carta for the Disabled Persons
Conceptual pressure
 Comes for need to treat individuals as 1992
normally as possible (normalization) RA 7610 Special Protection Against Abuse,
Exploitation and Discrimination Act
 Educate children with disabilities alongside
those who do not have (least restrictive 1994
environment) Salamanca Statement on the Education of Children
with Disabilities
 Engage them with others (social validation)
1996
 Allow them to adapt to increase participation
Four Pillars of Learning (Learning the Treasure
and success (principles of adaptation)
Within - report to UNESCO of the International
Commission on Education for the 21st Century

NAME 10
1997 DepEd Order 22, series of 2010 Mainstreaming and
RA 8371 The Indigenous People's Rights Act Institutionalization on Madrasah Education Program
by Transferring its Developed Components to the
2000 Bureau of Elementary Education and Regional and
The Dakar Framework for Action - Education for All Division Offices

2001 2011
RA 9155 Governance of Basic Education Act DepEd Order 62, series of 2011 Adopting the
National Indigenous Peoples' (IP) Education Policy
2004 Framework
EO 356 Renaming the Bureau of Non-Formal
Education to Bureau of Alternative Learning 2011
System DepEd Order 103, series of 2011 Creating of
Indigenous Peoples' Education Office
2004
DepEd Order 51, series of 2004 Standard 2012
Curriculum for Elementary Public Schools and RA 10157 Kindergarten Education Act
Private Madaris
2012
2006 DepEd Order 83, series of 2012 Implementing
UN Convention on the Rights of Persons with Guidelines on the Revised School-Based
Disabilities Management (SBM) Framework, Assessment
Process and Tool (APAT)
2006
The Philippine Education for All (EFA) 2015 2013
National Action Plan RA 10533 Enhanced Basic Education Act

2013
RA 10361 Domestic Workers Act or Batas
2007 Kasambahay
UN Declaration on the Rights of Indigenous
Peoples 2016
Senate Bill 1298 The Individuals with Disabilities
2007 Education Act (IDEA)
RA 9442 An Act Amending RA 7277 Magna Carta
for Disabled Persons 2016
Senate Bill 996 Inclusive Education for Children
2008 and Youth with Special Needs Act
Pantawid Pamilyang Pilipino Program (4Ps)
2016
2009 RA 10754 An Act Expanding the Benefits and
DepEd Order 72, series of 2009 Inclusive Privileges of PWDs
Education as a Strategy for Increasing Participation
Rate of Children 2017
DepEd Order 42, series of 2017 Philippine
2009 Professional Standards for Teachers
DepEd Order 74, series of 2009 Institutionalizing
Mother Tongue-Based Multilingual Education 2017
(MLE) CHEd Memo 74-77 series of 2017 Policies,
Standards, and Guidelines for
2009
RA 9710 The Magna Carta of Women  Bachelor of Elementary Education (BEEd),

2010  Bachelor of Secondary Education (BSEd),

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  Bachelor of Early Childhood Education
(BECEd),

 Bachelor of Special Needs Education

(BSNEd);

all with a required Professional Education course of

Foundation of Special and Inclusive Education

2017
Senate Bill 1414 Bill of the Inclusive Education for
Children and Youth with Special Needs

2019
RA 11228 Mandatory PhilHealth Coverage for all
PWDs

2019
DepEd Order 21 series of 2019 Policy Guidelines
on the K to 12 Basic Education Program

VIDEO

SUBTOPIC 2

SUBSUBSUB

PARAMETERS DESCRIPTION

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