SHEPHERDVILLE COLLEGE

(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)

Talojongon, Tigaon, Camarines Sur, Philippines

Tel. No. (054) 884-9536 Email Add: [email protected]

“Excellence in truth in the service of God and Country”

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

EMMANUEL NICO N. CRONICO, MA
Instructor

LESSON 1: DEFINITION, GOALS, AND body and features of the society in which he
SCOPE OF SPECIAL AND or she lives.
INCLUSIVEEDUCATION
Educators at all levels refer to special needs
Inclusive Education - Inclusive education students as those with exceptionalities. In
means different and diverse students general, exceptionalities fall in six broad
learning side by side in the same classroom. categories:
They enjoy field trips and after-school
• Intellectual. This includes students
activities together. They participate in
who have superior intelligence as well
student government together. And they
as those who are slow to learn.
attend the same sports meets and plays.
• Communicative. These students
Special Education- Special education (also
have special learning disabilities or
known as special needs education, aided
speech or language impairments.
education, exceptional education or Special
Ed) is the practice of educating students • Sensory. Sensory-grouped students
in a way that addresses their individual have auditory or visual disabilities.
differences and needs. Ideally, this
process involves the individually planned and • Behavioral. These students are
systematically monitored arrangement of emotionally disturbed or socially
teaching procedures, adapted equipment maladjusted.
and materials, and accessible settings. These • Physical. This includes students
interventions are designed to help with orthopedic or mobility disabilities.
individuals with special needs achieve a
higher level of personal self-sufficiency and • Multiple. These students have a
success in school and in their community combination of conditions, such as
which may not be available if the student orthopedically challenged and visually
were only given access to a typical impaired
classroom education.
Mainstream - People, activities, or ideas
Definition of Terms that are part of the mainstream are regarded
as the most typical, normal, and
A disability is an impairment that may be conventional because they belong to the
cognitive, developmental, intellectual, same group or system as most others of
mental, physical, sensory, or some their kind.
combination of these. It substantially affects
a person's life activities and may be present Integration - Integration is placing persons
from birth or occur during a person's lifetime. with disabilities in existing mainstream
education without changing the system of
Disability is an umbrella term, covering education delivery.
impairments, activity limitations, and
participation restrictions. Segregation - Segregation occurs when
students with disabilities are educated in
Impairment is a problem in body function separate environments (classes or schools)
or structure; an activity limitation is a designed for students with impairments or
difficulty encountered by an individual in with a particular impairment.
executing a task or action; while a
participation restriction is a problem Inclusion - Inclusion involves a
experienced by an individual in involvement transformation of the education system with
in life situations. changes and modifications in content,
teaching methods, approaches, structures,
 Disability is thus not just a health problem. strategies, and review mechanisms in place
It is a complex phenomenon, reflecting the
interaction between features of a person’s

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Acronyms Related to Special and The Historical Foundations of Special
Inclusive Education and Inclusive Education
LSEN - Learners with Special Educational The Beginning of Special Education - As
Needs (South Africa) recent as a hundred years ago, children with
disabilities received little, if any, formal
CWSN - Children with Special Need
education. In the tradition of segregating
- Schools affiliated to CBSE were students during the middle to late 19th
advised (Circular No. 45 dated 29th century, special schools for those with
October, 2008) to ensure that no disabilities continued to be created in the
child with special needs is denied early
admission in main stream schools,  1900s - These schools claimed to
it has been observed that there are educate children; however, they
many schools affiliated to CBSE primarily served as residential
who are not abiding by this facilities and institutions.
directive.  1918 - As states began creating a
PWD - Persons with Disability nationwide public school system,
children with disabilities were usually
ID - Intellectual Disability excluded.
 1850 – 1950 - special classes with
- Intellectual Disability (ID), once
people trained to care for individuals
called mental retardation, is
with disabilities began to develop as
characterized by below-average
teachers noted differences among
intelligence or mental ability and a
students.
lack of skills necessary for day-to-
day living. People with intellectual During these years, groups of parents of
disabilities can and do learn new children with developmental disabilities
skills, but they learn them more started schools and programs. Although
slowly. There are varying degrees these developments were sporadic, they
of intellectual disability, from mild began to positively change ideas about
to profound. teaching these children.
GDD - Global Developmental Delay  Mid-1920s - educators began to see
the value of education and community
- A child with GDD is one who is
involvement for individuals with
considered to have significantly
disabilities. Still, children continued
lower intellectual functioning than
being placed in institutions as many
their peers.
parents believed these facilities
- To be diagnosed under GDD, the
offered the only educational
child must also be significantly
opportunity available to their child.
limited in at least two
Special education was typically only
developmental domains, including,
offered in large cities.
gross motor, vision and fine motor,
communication (i.e. Improved Educational Opportunities
speech/hearing/language) and
social skills. While the Supreme Court ruled in 1954
that students could not be separated in
ADHD - Attention Deficit Hyperactivity schools because of race, the parents’
Disorder movement worked to change the belief that
individuals with disabilities could not be
- ADHD is a highly genetic, brain-
taught.
based syndrome that has to do
with the regulation of a particular The movement additionally improved
set of brain functions and related conditions in state institutions, created
behaviors. educational and employment opportunities,
and proposed legislation. In public schools,
LD – Learning Disability
however, more than a million students were
- A learning disability is a excluded and another 3.5 million did not
neurological disorder. In simple receive appropriate services. As many laws
terms, a learning disability results specifically exclude children with certain
from a difference in the way a disabilities, only one in five have the right to
person's brain is "wired." Children an education.
with learning disabilities are as IDEA
smart or smarter than their peers.
But they may have difficulty -Beginning with the Rehabilitation Act of
reading, writing, spelling, 1973 and its amendments of 1986 and
reasoning, recalling and/or 1992 employment and educational rights of
organizing information if left to people with disabilities were guaranteed
figure things out by themselves or from institutions receiving federal funding.
if taught in conventional ways.
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- All school districts were required to develop 1990: Individuals with Disabilities Act
and provide a free, appropriate public (IDEA)
education for all children.
It was designed to protect the rights of
- Students with disabilities should be taught students with disability by ensuring that
in neighbourhood schools in general everyone receives a free appropriate
education classes. public education (FAPE), regardless of
ability. The Civil Rights moment inspired the
- The U.S. Court of Appeals ruling, with
Disability Rights Movement. This movement
Timothy v. Rochester School District,
was to get rights for physical barriers such as
established that all school districts have the
wheelchair lifts, curb cuts, buses and ramps.
responsibility for educating every child,
including those with disabilities. This movement was also started to
eliminate labels and stereotypes associated
- The Americans with Disabilities Act of
with people with disabilities. This overnight
1990 further protected school-aged children
in 1940 parent organizations formed for the
with disabilities outside of education in
right to educate children with disabilities.
employment and access to public and private
The American Disabilities Act (ADA)
services.
came out of this movement in the 20th
Inclusion: Another Way to Educate Century for right for disabled people to work.

Although still rare in many school districts, Present and Future of Special Education
real special education inclusion began in the
After IDEA was passed there was more
 1990 – The real special education push for inclusion in public schools. The idea
began; when children with physical of inclusion is that special education
disabilities gained access to students can be in regular education
neighbourhood schools. schools and not segregated. Inclusion
 1993 - Separate classes remain the also means the teacher and school are doing
norm. everything in their power to make sure that
 1997 - guaranteed more than access the student is fully included.
to education for students with
A. INCLUSIVE EDUCATION IN THE
disabilities; it ensured the rights to a
PHILIPPINES
quality education and quality
outcomes. DEFINITION
 2004 - To align it more closely with
• INCLUSIVE EDUCATION: The 2009
the general education No Child Left
Department of Education Order No. 72
Behind Act of 2001, while retaining,
defines inclusive education as the
expanding, and clarifying important
philosophy of accepting all children
elements of the 1997 law.
regardless of race, size, shape, color, ability
The Past - People who had a disability were or disability with support from school staff,
seen as mentally ill. Many of them were students, parents, and the community. -
placed in Mental intuitions called Insane More recently, the 2013 Enhanced Basic
Aslyms and were being "cured". They were Education Act refers to gifted and
treated in very inhumane ways making life talented children, learners with disabilities,
expectancy short for many. learners of Madrasah, 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.
• SPECIAL EDUCATION NEEDS: The 2016
Special education Senate Bill, yet to be
adopted, defines learners with special
needs as children who differ in mental
characteristics, sensory ability,
How did special Education move
neuromuscular or physical
forward?
characteristics, social, multiple
1975: Education for all Handicapped handicaps and/or and therefore require
tailored school practices or special education
This law was created as an effort to services. The Act includes gifted, talented,
provide the millions of children with disabled, impaired and handicapped
disabilities a proper education. This included: persons in need of special education and
Zero Reject, Free Appropriate Education, services of rehabilitation.
Least, Restrictive Environment, Parental
Participation, VISION, MISSION, GOALS AND
OBJECTIVES OF INCLUSIVE EDUCATION
Evaluations, IEP Programs.

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  VISION: By 2022, we will have a Under the IDEA, all children with
nation-loving and competent lifelong disabilities are entitled to a Free
learners able to respond to challenges Appropriate Public Education (FAPE) in
and opportunities through the the Least-Restrictive Environment (LRE).
delivery of quality, accessible, Some students are also entitled to Early
relevant and liberating K to 12 Intervention (EI) and an Extended School
programs by a modern, professional, Year (ESY).
pro-active, nimble, trusted and
The law specifies how schools must
nurturing DepEd.
provide or can deny services. It also informs
 MISSION: To protect and promote
parents about their rights and how you might
the right of every Filipino to quality,
be able to work with the school district in the
equitable, culture-based and complete
interest of your child. If your child has a
basic education where:
learning disability, disorder, or any other
• Students learn in a child-friendly, types of special needs, it's important that
gender-sensitive, safe and motivating you familiarize yourself with IDEA. Teachers
environment. in the special education program at your
child's school may also be good sources to
• Teachers facilitate learning and
ask about IDEA.
constantly nurture every learner.
IDEA also allows parents of children
• Administrators and staff, as
age 2 and under to obtain early intervention
stewards of the institution, ensure an
services. Meanwhile,
enabling and supportive environment
for effective learning to happen. parents of older children 4 those between
the ages of 3 and 21 4 receive special
• Family, community and other
education and related services under the
stakeholders are actively engaged and
law.
share responsibility for developing
lifelong learners. OTHER COUNTRIES SUPPORTING
INCLUSIVE EDUCATION
 SCOPE: This policy framework shall
guide DepEd programs, both in formal 1. SOUTH KOREA
education system and alternative
• INCLUSIVE EDUCATION: The 2012 Act
learning system, and in public and
on Special Education for People with
private schools, and support
Disabilities (ASEPD), as amended in 2019,
systems that enable their effective
defines integrated education as “the
implementation.
provision of education to persons eligible
B. INCLUSIVE EDUCATION IN OTHER for special education in a regular school
COUNTRIES with other persons of the same age which is
suitable for the educational needs of each
INDIVIDUALS WITH DISABILITIES
individual without any discrimination
EDUCATION ACT (IDEA) – UNITED
according to the type and level of disability”.
STATES
• SPECIAL EDUCATION NEEDS: ASEPD
In 1975, Congress first recognized the
is targeted at persons with disabilities
need to provide a federal law to help ensure
and at persons with special education
that local schools would serve the
needs. In art. 15, it provides an operational
educational needs of students with
list of persons who may be considered
disabilities.
eligible for special education provision,
Education for All Handicapped Children namely learners with visual, hearing, mental
Act - first special education law has or physical impairments, emotional
undergone several updates over the past 30 disturbance or behavioral disorders,
years. In 1990 the law got a new name, The autism, speech impairments, learning
Individuals with Disabilities Education Act, or disabilities, health impairments,
IDEA. development delays, or other disabilities.

The most recent version of IDEA was 2. JAPAN

passed by Congress in 2004. It can be
• INCLUSIVE EDUCATION: The Ministry
referred to as either IDEA 2004 or IDEA.
of Education, Culture, Sports, Science and
IDEA gives states federal funds to help Technologies (MEXT) defines the concept
make special education services available for of Inclusive education as “a mechanism
students with disabilities. It also provides that enables persons with disabilities and
very specific requirements to ensure a free persons without disabilities to learn together
appropriate public education (FAPE) for as much as possible”.
students with disabilities. FAPE is the
• SPECIAL NEEDS EDUCATION: The
protected right of every eligible child, in all
Ministry also defines “students who need
fifty states and U.S. Territories.
special support” as those who have
physical disabilities, developmental
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disabilities such as autism and learning factor that may affect a student's access to
disabilities. learning and educational performance”.
3. THAILAND II. School Organization
• INCLUSIVE EDUCATION: The 2008 Considered an inclusive and learner-
Education Act for Persons with Disabilities centred teaching and learning strategy, the
(EAPD) defines inclusive education as the 2016 Basic Education Research Agenda
process “providing persons with disabilities defines inclusive education as a cross-cutting
access to general education system, at issue implemented through special
any level and in various settings, education, indigenous peoples’ education,
including enabling education provision to madrasa education, the country's Alternative
enable schooling for all groups of persons, Learning System and alternative delivery
including persons with disabilities”. In 2017, modes.
the National Education Plan for the Year
Special education (SPED) is part of the
2017 -2036 broadens the concept, referring
country's education system and is
to inclusive education as the education
implemented through a specific programme
provision for all learners, including
targeting both children with disabilities and
students in socio-economic disadvantaged
gifted and talented learners, who need a
situations.
systematic and deliberate process to achieve
• SPECIAL EDUCATION NEEDS: The functional literacy and achieve their
National Education Plan 2017-2036 further individual potential and capability.
clarifies that student with physical, Supporting the 1997 Magna Carta for
mental, intellectual, social, emotional, Disabled Persons, the 1997 Department
communication, and learning impairments, Order No. 26 on Institutionalization of SPED
and non-autonomous learners or without Programs in All Schools established at least
guardians are considered learners with one special education centre for children
special educational needs. with special needs in all schools. Called
resource centres for inclusive education, the
4. UNITED ARAB EMIRATES
centres were intended to support the
• INCLUSIVE EDUCATION: The School integration of children with disabilities into
Inspection Framework defines inclusive regular schools through the production of
education as “the process through which appropriate teaching materials and
schools develop systems, classrooms, continuous assessment. Specific guidelines
programs and activities so that all students to set up special education centres in regular
are able to learn, develop and participate schools were defined in 2000.
together. In an inclusive school, the
The 2019 Special Education Act aims
curriculum, physical surroundings and school
literally to institutionalize inclusive education
community should reflect the views and
though the institutionalization of at least one
characteristics of its students. An inclusive
special education centre in each school
school honors diversity and respects all
division and three suchcentres in larger
individuals”.
divisions, equipped with adequate qualified
• SPECIAL EDUCATION NEEDS: The term staff and administered by the principal of the
“special education” is related to students regular school.
with any kind of disability, difficulty,
Indigenous peoples’ schools are registered
degradation, exception, or other factor
within the Department of Education and
that may affect a student's learning or
mainstreamed in the national education
educational performance. Under the National
system but benefit from some flexibility in
Policy for Empowering People with Special
terms of curriculum, teacher recruitment and
Needs, people with special needs or
school calendar.
disabilities are referred to as ‘people of
determination’. The Law 29/2006 defines Madrasa education was institutionalized in
a person with person with special with 2004 through the Standard Curriculum for
special needs, as an individual suffering from Elementary and Public Schools and Private
a temporary or permanent, full or partial Madaris (i.e. madrasa schools), and then
deficiency or infirmity in their physical, improved with the Refined Elementary
sensory, mental, communication, Madrasah Curriculum in 2011 in public
educational or psychological abilities to an elementary schools with at least 15 Muslim
extent that limits their possibility of students and in private madaris. Madrasa
performing the ordinary requirements as education is provided in public and private
people without special needs. The official schools within the context of Muslim culture,
website of the government of the UAE state customs, traditions and interests through the
that the term 'special educational needs' is integration of the Arabic Language and
used to describe the educational needs of Islamic Values Education (ALIVE) in the basic
any one with a disability, disorder, difficulty, education curriculum.
impairment, exceptionality or any other
The Alternative Learning System is a parallel
learning system to the formal education
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system usually conducted in community Basic Education Act, which encourages the
learning centres. Established by the 2001 implementation of the Alternative Learning
Governance of Basic Education Act, it System to cater for the needs of the target
provides an opportunity for the out-of-school group. The 2015 Education Plan calls for an
population to access and complete basic expansion of the current basic education
education. services through the multiplication of special
education classes within the regular
Alternative delivery mode programmes are
elementary and secondary schools and
based on self-learning modules to cater for
through the inclusion of learners with
learners in difficult and different
disabilities into existing regular classes.
circumstances.
Gender
III. Laws, Plans, Policies and
Programmes Gender equality is enshrined in the
1987 Constitution (Art. 14, Section 14). The
The 1987 Philippine Constitution
2009 Philippine Magna Carta of Women
enshrines the right to quality education for
establishes a non-discriminatory and pro-
all citizens and mandates the state to take
gender equality and equity framework for
appropriate steps to make it accessible to all
policy formulation and implementation. In
(Art. 14, Section 1). The state must also
relation to education, it reaffirms the right of
establish an integrated education system
equal access and elimination of
build upon the needs of the people (Art. 14,
discrimination in education, scholarships and
Section 2). The 2013 Enhanced Basic
training. In addition, it declares unlawful the
Education Act calls for learner-oriented and
discrimination in education of women due
responsive education provision according to
pregnancy out of marriage in the form of
the needs, cognitive and cultural capacity,
expulsion, non-readmission or enrolment
circumstances and diversity of all learners
prohibition.
through target-based programmes. The 2015
Education Plan reaffirms the overarching In 2013, a joint memorandum was
nature of inclusive education for the policy adopted by various government bodies,
and planning framework for education for all. including the Department of Education, to
mainstream gender perspectives in local
Disability
planning, programming and budgeting.
The 1997 Magna Carta for Disabled
Ethnic and linguistic groups and
Persons, amended in 2007, mandates the
indigenous groups
state to ensure that persons with disabilities
have access to quality education, making Encouraged by the 1987 Constitution
special education provision able to serve (Art. 14, Section 2), indigenous peoples’
various types of impairments, in particular education was formally regulated in the 1997
the visually impaired, hearing impaired, Indigenous Peoples’ Rights Act. The latter
those with intellectual disabilities and other lays down indigenous peoples’ right to equal
types of exceptional children throughout the access to cultural opportunities, including
country. through the education system, where they
have the right to receive education in their
In response to the implementation of
own language through the establishment and
the Magna Carta, the 1997 Department
control of education institutions, respecting
Order No. 26 on Institutionalization of SPED
their cultural methods of teaching and
Programs in All Schools established
learning. Although Filipino and English are
resource centres in regular schools to
recognized as official languages for
provide continuous support to children with
communication and instruction, regional
special needs. The 2010 department order
languages are acknowledged to serve as
Strengthening Special Education Program at
‘auxiliary media of instruction’ (Art. 6,
the Basic Education Level financed regular
Section 7 of the Constitution).
secondary schools to train education
personnel and provide the institutions with In response to the distinct education
adequate teaching materials. needs of indigenous communities, the 2004
department order titled Permit to Operate
Memorandum orders in 2000, 2006
Primary Schools for Indigenous Peoples and
and 2008 contained provisions on reasonable
Cultural Communities allows the school
accommodation in higher education. In
curriculum to be adjusted according to the
particular, the 2008 Manual of Regulations
cultural interest of the community, as long as
for Private Higher Education encourages
core learning competencies are cultivated.
private higher education institutions to admit
Based on the Indigenous Peoples’ Rights Act,
students with disabilities.
a 2010 department order on the Alternative
Inclusion of children with special needs Learning System curriculum for indigenous
was promoted in the 2013 Early Years Act, peoples’ education draws on the Alternative
for example through the use of Filipino Sign Learning System curriculum while taking into
Language as the visual language of the deaf account the concerns of indigenous peoples.
community, and in 2013 with the Enhanced The 2013 Enhanced Basic Education Act

6
reaffirms that basic education for government agencies and partners and the
kindergarten and for the first three years of Department of Education to reach out to
elementary education must be provided in street children and their families and provide
languages understood by the learners. It them with basic education and other basic
further mandates the Department of services.
Education to formulate a mother- language
transition programme from the first local
language to English for other grades. UNIT II:
At the policy level, the 2011 Psychological Bases
department order Adopting the National
Indigenous Peoples Education Policy 1.1 Piaget’s Cognitive Development:
Framework aimed to create an inclusive and 1. Sensori Motor Stage (0-2 years old)
respectful education system for learners
belonging to minority groups, ensuring - an infant begins to understand the
universal and equitable access of all world around them by using their senses and
indigenous people to quality and relevant bodily objects. Infants develop object
basic education and providing adequate and permanence.
culturally appropriate learning resources and
2. Pre-Operational Stage (2-7 years old)
environments. In particular, the framework
intends to integrate indigenous knowledge - the child can now make mental
systems and practices and recruit and train presentation and is able to pretend. The child
teachers and learning facilitators engaged in is ever close to the use of symbols.
implementing education programmes for
indigenous people. Since 2012–13, mother 3. The concrete Operational Stage ( 7-11
tongue-based multilingual education (MTB- years old)
MLE) has been implemented nationwide, with - This stage is characterized by the child to
19 local languages now used for instruction. think logically but only in terms of concrete
The Philippines’ Response to objects
Indigenous and Muslim Education (PRIME) 4. The Formal Operation Stage
programme is an education development
initiative of the Department of Education that - Children learn logical rules to understand
seeks to improve equitable access to and abstract concepts and solve problems
quality of basic education for girls and boys 1.2 Albert Bandura’s Social Learning
in disadvantaged indigenous and Muslim Theory
communities.
Bandura believes observation, imitation, and
Poverty modelling are central components of the
Within the school health and nutrition learning process, and that behaviourism
programmes, the breakfast feeding program alone can’t account for every kind of
aims to improve the nutritional status of its learning.
beneficiaries and increase their attendance Bandura’s theory is a blend of:
rate. Expanded to 14 regions, the
programme serves undernourished children Behavioral theory which posits
from kindergarten to grade 3. With the behaviors are the results of conditioning.
introduction of implementation guidelines in
Cognitive Theory which gives weight
2012, the feeding initiative was renamed
to psychological features like attention and
School-Based Feeding Program and gave
memory.
more flexibility to schools. With the aim of
addressing the poorest Filipinos, the Social Learning Theory highlights the
Conditional Cash Transfer programme importance of good role models and explains
provides a monthly education subsidy to the corrosive influence of poor ones.
encourage school attendance.
Four Phases of Learning
Children engaged in labour
1. Attention
The 2015 Education Plan identifies
children engaged in labour as a specific 2. Retention
group of unreached and underserved 3. Reproduction
learners. It sets out to strengthen the
implementation of distance learning 4. Motivation
programmes at elementary and secondary
Concepts of Social Learning Theory
levels to reach out to children who cannot
attend regular classes. experience, all play part in how
understanding, or a world view, is acquired
Street children
or changed and knowledge and skills
The 2015 Education Plan calls for retained.
strengthening current partnership between

7
Vicarious Learning - observational learning or Inclusion philosophy rests on the idea that
learning through modelling. every individual, regardless of his/her
disabilities, has the right to be incorporated
Self-regulated learning (SRL) - learning that
fully into the fabric of society.
is guided by metacognition (thinking about
one’s thinking), strategic action (planning, Inclusion is the keystone of today’s
monitoring, and evaluating personal progress education which applies to accommodate or
against a standard) include all human beings.
Learning Theory describes how students 4 principles of equality
absorbs, process and retain knowledge
1. the right to recognition of the equal worth
during learning. Cognitive, Emotional and
and equal dignity of each human being
environmental influences, as well as prior.
2. The right to equality before the law
“Self-regulated” describes a process of
taking control of and evaluating one’s own 3. The right to equal protection and benefit
learning and behavior of the law
1.3 Lev Vygotsky’s Scafffolding 4. The right to be treated with the same
respect
This theory asserts that the cognitive
development of the children is advanced
through social interaction with other people,
particularly those who are more skilled.
Vygotsky believed that social learning come
before cognitive development, and that
children construct knowledge actively.
3. Historical/Sociological
Vygotsky is most recognized for his concept
of Zone Proximal Development (ZPD) and 3.1. Convention on the Rights of Child.
More Knowledgeable Other (MKO) The child by reason of his physical and
mental immaturity need special safeguard
1.4 Jean Lave Situated Learning Theory and care including appropriate legal
This theory is based on the protection, before as well as after birth.
assumption that knowledge should be United Nations Convention on the
presented in authentic context that involve Rights of the Child (UN CRC) – is an
its application. international human rights treaty that
It claims that every human thought is guarantees the fundamental rights and
adopted to the environment, that is situated freedom of all Children.
because what people perceive, how they The 3P’s of Convention on the Rights
conceived of their activity and what of Children
physically develop together
1. Provision – includes the right to possess,
It is embedded in authentic context of receive or have access to certain resources
practice wherein students engage in and services.
increasingly more complex task within social
communities 2. Protection – the rights to be shielded
from certain acts and practices (social and
Social Interaction and collaborations are individual misuse) It is close to parenting.
essential components of situated learning
theory 3. Participation – rights to do things,
express oneself and have an effective voice
2. Philosophical Bases: as an individual child and as a larger group.
The general philosophy of special • Key Provisions are:
education is that all people have the ability
to learn, regardless of their particular ⮚ Non-discrimination
disabilities.
⮚ Survival and development
Inclusivity – the practice or policy of
⮚ Freedom of thought, conscience and
including people who might otherwise be
religion
excluded such as those who have physical
and mental disabilities ⮚ Abuse and neglect
Equality – all people will be treated fairly, ⮚ Health and nutrition
irrespective of their age, sex or race.
⮚ Standard of living
Inclusive education allows children with
special needs to receive a free and ⮚ Child Labour
appropriate education along with non- ⮚ Sexual Exploitation
disabled students in the regular classroom.
⮚ Armed Conflicts
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3.2 UNESCO (United Nations • CORE PRINCIPLE of K to 12 ‒ promotes
Educational, Scientific and Cultural institutional sensitivity and
Organization) responsiveness : nature, situation,
realities of the learner
- It seeks to build peace through
international cooperation in Education, the • POLICY PERSPECTIVE of K to 12 ‒
Sciences and Culture. realized through learner-centered and
context responsive programs
- It develops educational tool to help
people as global citizens free of hate and KEY DIMENSIONS
intolerance. It works so that each child and
A. LEARNER
citizens has access to quality education.
‒ learner-oriented, relevant and
- UNESCO promotes inclusive education
appropriate education
systems that remove the barriers limiting the
participation and achievement of all learners, ‒ programs responsive to diverse
respect diverse needs, abilities and learners
characteristics and that eliminates all forms
of discrimination in the learning ‒ learner’s participation and
environment. representation

3. 3 Education for All (EFA) B. K TO 12 CURRICULUM

- a global movement led by UNESCO ▪ inclusion as a key standard & principle

aiming to meet the learning needs of all ▪ MTB-MLE, varied TLE offerings, tracks
children youth and adult by 2015. and strands
- it is under of Sustainable ▪ SPED, Madrasah Education, IP
Development Goal (SDG) No. 4 Education, Special Interest Programs,
- the initiative included provisions to ADMs/FLOs, ALS
ensure all Filipinos were able to achieve what • ▪ Quality differentiated instructions
UNESCO calls “functional literacy”, the ability thru
to read, write and do calculations at a level
that is sufficient for the country in which a - Contextualization of curriculum and
particular person lives. learning materials

• Goals of EFA - Equal opportunities for active

participation in teaching-learning process
1. Expand and improve comprehensive
early childhood care and education - Provision of options to create, learn and
share what they know and what they can do
2. Children have access to and complete, in both curricular and co-curricular activities
free and compulsory primary
education of good quality C. DEVELOPMENT OF LEARNING
RESOURCES
3. Equitable access to appropriate
learning and life-skills programes. ‒ locally developed and contextualized
learning resources
4. Equitable access to basic and
continuing education for adults. ‒ varied contexts in learning materials ‒
learner’s knowledges, learning styles,
5. Achieve gender equality in education multiple intelligences, interests
6. Improve the quality of education and ‒ sensitive to social and cultural contexts
ensure excellence of all. with the community as a learning resource
Philippine Education For All – A vision and D. LEARNING DELIVERY
a holistic program of reforms that aims at
improving the quality of basic education for ‒ Flexible, option of programs for
every Filipino by 2015. different types of learners based on context,
background, needs, interests
Objectives of Philippine EFA 2015
Leadership and performance must
 All youth and adults functionally literate impact on:
 Children 3-5 years-olds ready to
participate in schools to eliminate dropout • Teaching-Learning: Quality, Relevant,
and repetition in Grade 1-3. Liberating basic education
 All pupils and students complete basic
Are the students learning?
education with satisfactory achievement
level. Are the students meeting the
 Education be made a societal standards? Does teaching-learning at
responsibilities. basic education improve the life of
his/her family? community
3.4 K-12 Inclusion Policy
development? nation building?
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E. EDUCATIONAL ASSESSMENT learning system (ALS) for-out-of school
learners and those with special needs.
‒ recognizes particularities of learners
• Elementary Education (6 years old) -
‒ Formative and evaluative
the second stage of compulsory basic
‒ Traditional and non-traditional education which is composed of 6
years.
‒ Authentic assessment • Secondary Education (12 – 16 years
F. LEARNING ENVIRONMENT old) – the third stage of compulsory
basic education. It consist of 4 years
‒ support and complement learning in junior high and 2 years of senior
delivery high school education.
‒ facilitate learning and reinforce effective 4.3 RA 8371 Indigenous People’s Right Act
teaching-learning – This act was implemented to recognized,
protect and promote the rights of indigenous
‒ protects learner’s rights
communities or indigenous people. The state
G. TEACHER PROFESSIONAL shall also know and give the needs and
DEVELOPMENT desires of the indigenous people.

‒ all teachers are implementers of • National Commission on Indigenous

inclusive education People (NCIP) – This refers to the
office who are obligated and
‒ continuous capacity development based responsible for the formulation and
on Phil. Prof. Standards for Teachers(August implementation of policies, plans and
2017) programs for the indigenous people.
‒ Inclusive Education in Teacher Education 4.4 PD 603 (Child & Youth Welfare Code)
Programs 1959
‒ stakeholders involvement in the • Applicability: “All persons below 20
teachinglearning process yrs old except those emancipated as
H. SCHOOL LEADERSHIP AND the law provides”.
MANAGEMENT • Article 1. Declaration of Policy – “The
child is one of the most important
‒ Inclusive Education as a perspective and asset of the nation. Every effort
policy shall guide all schools should be exerted to promote his
‒ Inclusive Education in School-based welfare and enhance his
Management and in the School Improvement opportunities for useful and happy
Plan life”.

‒ Encourage practices and innovations

4.5 RA 7610 Special Protection Against
Child Abuse and Exploitation (below 18 years
4. Legal old)
4.1 The 1986 Phil. Constitution. Art. • To give protection to persons below 18
XIV – Education, Science and Technology, years of age or those over but are
Arts, Culture and Sports Education unable to fully take care of themselves
from abuse, cruelty and exploitation.
Sec. 1 - The State shall protect and
promote the right of all citizens to quality 4.6 RA 9344 Juvenile Justice and Welfare
education at all levels and shall take Act of 2006
appropriate steps to make such education
accessible to all. • Sec. 20. Children Below The Age of
Criminal BAthe child taken into
Sec. 2.5 – Provide adult citizen, the custody is 15 years old or below, the
disabled, and out-of-school youth with authority which will have an initial
training in civics, vocational efficiency, and contact with the child has the duty to
other skills. immediately release the child to the
custody of his/her parents or guardian,
4.2 R.A 10533 – Basic Education Act of
or in the absence thereof, the child’s
2013- including ALS and learners with special
nearest relative.
needs
• If the parents, guardians or nearest
Sec. 3 – Basic Education – Basic relatives cannot be located, or if they
Education is intended to meet basic learning refuse to take custody, the child may
needs which provides the foundation on be released to any of the following: a
which subsequent learning can be based. It duly registered nongovernmental or
encompasses kindergarten, elementary and religious organization; a barangay
secondary education as well as alternative official or a member of the Barangay
Council for the Protection of Children
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 (BCPC); a local social welfare and
development officer; or when and
where appropriate, the DSWD.
4.7 RA 9442 Magna Carta for Disabled
Persons
• Sec. 32 – Privilege: persons with
disability has a 20% discount in all
establishment.
4.8 RA 10665 Open High School System Act
– Seeks to provide more learners access to
secondary education through the open
learning modality.

Section 2. Declaration of Policy. – It is hereby

declared the policy of the State to broaden
access to relevant quality education through
the employment of an alternative secondary
education program that will enable the youth
to overcome personal, geographical,
socioeconomic and physical constraints, to
encourage them to complete secondary
education. This is in line with the
constitutional policy that mandates the State
to “encourage non-formal, informal, and
indigenous learning systems, as well as self-
learning, independent, and out-of-school
study programs particularly those that
respond to community needs”, as stated in
Article XIV, Section 2, paragraph 4 of the
1987 Constitution.

4.9 RA 7277 Rehabilitation and Integration

of Disabled Persons in Mainstream Society
amended by RA 9442.
Section 2. (a) – Disabled persons are part of
the Philippines society, thus the Senate shall
give full support to the improvement of the
total well-being of disabled persons and their
integration into the mainstream of society.

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