Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

SNED 1: FOUNDATION OF SPECIAL &

INCLUSIVE EDUCATION

Inclusive Practice and Teaching Models

Submitted to:
Mrs. Sunshine S. Calig-onan

Submitted by:
Parcon, Khen Shai Mae P.
Pardillo, Angeleca E.
Ruta, Chrisna S.
Sarcol, Dgyrrah Anne A.
Silagan, Joniza S.
Sotto, Tachie Mart T.
Tapil, Christine Joy
Taposok, Irene M.
Tuyogon, Jenny L.
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

Objectives:
• Determine the inclusive education practices in the Philippines
• Evaluate the existing inclusive education practices in the Philippines
• Present the inclusive education framework of the Philippines

Reporter: Tapil, Christine Joy

Inclusive Practices in the Philippines

All children should have an equal opportunity to succeed in education. This is regardless of
their background, academic ability, and cognitive level. For a school community to be safe and
welcoming, it must embrace and value diversity and individual differences. Therefore, all schools
should promote inclusive practice in both their teaching methods and educational activity. The
Philippines has been in solidarity in promoting inclusive education. It has created and adapted
practices used in schools. In this lesson we will determine the inclusive education practices of the
country and assess its development.

Definition of Inclusive Practice

Inclusive practice is a teaching approach that recognizes the differences between students and
uses this to ensure that all students can access educational content and participate fully in their
learning. It understands that no two pupils are the same and ensures that lessons and activities
accommodate this. The approach also recognizes the benefits that student diversity can bring to
the overall learning experience. In fact, inclusive practice has a whole range of benefits for students
as well as their teachers and families..

Reporter: Tuyogon, Jenny L.

Benefits of inclusive practice include:

• Teaching pupils about diversity and equality.
• Developing student empathy and sensitivity to people who are different from themselves.
• Improving friendships, confidence, and self-image.
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

• Providing teachers with additional ways to incorporate problem-solving, teamwork, and

collaboration into their lessons.
• Promoting parental confidence that their children are being accepted and can be
successful in the school setting.

Reporter: Silagan, Joniza S.

The Equality Act 2010 and Schools explains that it's unlawful to discriminate against any pupil
because they possess one (or more) of the protected characteristics. Inclusive practice ensures
that pupil diversity is accepted and championed, rather than discriminated against.

There are nine characteristics of the Equality act 2010 and school
1 Age:his refers to protecting individuals from discrimination based on their age, whether they are
young, middle-aged, or elderly
2. Disability: People with physical or mental impairments that have a substantial and long-term
adverse effect on their ability to carry out day-to-day activities are protected against
discrimination. Note that this also applies to non-visible disabilities such as neurodivergent
conditions including, but not exclusive to, autism, ADHD, dyslexia, dyspraxia, dyscalculia, OCD,
tick disorders and developmental language disorders
3. Gender reassignment: This protects individuals who are undergoing, have undergone, or intend
to undergo a process to change their gender
4. Marriage and civil partnership: The Act ensures that people are not discriminated against
based on their marital status or whether they are in a civil partnership
5. Pregnancy and maternity: This protects pregnant women and new mothers/parents against
discrimination, including discrimination related to maternity leave
6. Race: This covers discrimination based on a person's race, ethnicity, nationality, or national
origin
7. Religion or belief: This protects individuals from discrimination based on their religious beliefs,
philosophical beliefs, or lack of belief
8. Sex: This protects individuals from discrimination based on their biological sex
9. Sexual orientation: This protects individuals from discrimination based on their sexual
orientation, whether they are heterosexual, homosexual, or bisexual.
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

Reporter: Parcon, Khen Shai Mae C.

DEPED Inclusive Education Framework (2017)

The presence of inclusive education were highly contributes to the department's commitment in
terms of quality, equitable, culture-based, and comprehensive basic education that is based on the
department's mandate to protect and promote the right of every citizen to such education services.
The principle of inclusion encourages institutional sensitivity and responsive to the nature,
situation, and realities of our country's learners and directs the department to address these
proactively through curriculum and other interventions. In regard with this, policy framework is
being adopted to provide an overall framework for curriculum implementation for programs that
directly promote inclusive education, as well as to ensure that every aspect of the DepEd
curriculum support system, across the department’s governance levels is responsive to the needs
and demands of diverse learners.

INCLUSIVE EDUCATION
All students, regardless of any challenges they may have, are placed in age-appropriate
general education classes that are in their own neighborhood schools to receive high-quality
instructions, interventions, and supports that enable them to meet success in the core curriculum.
All individual learners can learn together in the same classroom with an inclusive approach to
education. Disability is one of the leading causes of exclusion in schools. There are also other
barriers to inclusive education, such as social, material, and behavioral issues. Right actions,
activities, and resources are needed to help certain countries strengthen their capacity to plan for
inclusive education that meets the needs of all students To make inclusive education a reality, all
learners must be reached by eliminating all forms of discrimination. The Department of
Education (DepEd) has prioritized addressing educational issue, ensuring that every learners
receive appropriate education in a regular or inclusive classroom setting. Inclusive education
embraces the philosophy of accepting all children regardless of race, size, shape, color, ability, or
disability, with support from school staff, students, parents, and the community.

• Inclusion as a key standard & principle

• SPED, Madrasah Education, IP Education, Special Interest Programs, ADMS/FLOS,
ALS
• Quality differentiated instructions thru:
• Contextualization of curriculum and learning materials
• Equal opportunities for active participation in teaching-learning process
• Provision of options to create, learn and share what they know and what they can do in
both curricular and co-curricular activities
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

Reporter: Sarcol, Dgyrrah Anne A.

DEVELOPMENT OF LEARNING RESOURCES

• Locally developed and contextualized learning resources - varied contexts in learning
materials - learner's knowledge' s, learning styles, multiple intelligence, interests -
• Sensitive to social and cultural contexts with the community as a learning resource
• In the Department of Education (DepEd) Inclusive Education Framework, the
development of learning resources refers to the creation, adaptation, and utilization of
educational materials to meet the diverse needs of all learners, particularly those with
disabilities or special educational needs. The goal is to ensure that all students, regardless
of their individual differences, have access to quality learning opportunities.

LEARNING DELIVERY
• Flexible, option of programs for different types of learners based on context, background,
needs, interests
• Learning Delivery refers to the methods, strategies, and approaches used to ensure that all
learners, including those with special needs or disabilities, receive effective and
meaningful education. The focus is on creating flexible, responsive, and adaptive
teaching and learning environments that cater to the diverse needs of students in a way
that promotes equity and inclusivity.

EDUCATIONAL ASSESSMENT
• Educational Assessment refers to the processes and tools used to measure, evaluate, and
understand the learning progress, strengths, needs, and abilities of all students,
particularly those with diverse learning needs (such as students with disabilities or those
from marginalized groups).
• Types: Formative Assessment, Summative/Evaluative Assessment, Traditional
Assessment, Non-Traditional Assessment, and Authentic Assessment.

Reporter: Taposok, Irene M.

LEARNING ENVIRONMENT
• Support and complement learning delivery
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

- This means creating a classroom where every student has the tools and resources they
need to learn effectively.
• Facilitate learning and reinforce effective teaching-learning
- The classroom environment should be one that encourages students to actively
participate in learning.
• Protects learner's rights.
- Every student has the right to a quality education, no matter their background or
ability.

TEACHER PROFESSIONAL DEVELOPMENT

• All teachers are implementers of inclusive education
- All teachers, regardless of their subject or grade level, must use teaching methods that
include and support all students, no matter their background, learning style, or
abilities.
• Continuous capacity development based on Phil. Prof. Standards for Teachers
- Teachers should continue learning and improving their skills throughout their careers.
• Inclusive Education in Teacher Education Programs
- Teacher education programs must prepare future teachers to implement inclusive
practices.
• Stakeholders involvement in the teaching learning process
- For inclusive education to work effectively, it is important to involve various
stakeholders like parents, communities, and other professionals in the learning
process.

SCHOOL LEADERSHIP AND MANAGEMENT

• Inclusive Education in School-based Management and in the School Improvement Plan
- school’s strategies for growth, development, and improvement (usually detailed in the
School Improvement Plan, or SIP) should include actions and objectives that promote
inclusion, ensuring that all students, regardless of ability, have equal access to quality
education.
• Encourage practices and innovations
- School leaders (principals and administrators) should support new and creative ways
of teaching that meet the diverse needs of students.
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

Reporters: Ruta, Chrisna, Pardillo, Angeleca & Sotto, Tachie Mart

Teaching Models
School teams spend precious time creating the foundations of inclusive programs for students
with disabilities. Careful thought goes into scheduling co-taught classes, creating balanced
classroom rosters, training co-teaching partners, developing collaborative relationships, and
providing appropriate supports for students with disabilities (Walther-Thomas, Korinek,
McLaughlin, & Williams, 2000).

Here are inclusive teaching models that will assist general education teachers in meeting the
educational needs of their students with disabilities:

1. Parallel Teaching is a collaborative teaching method two teachers (e.g., general education
teacher, special where education teacher. This approach allows teachers to split the class in half,
with each teacher co-teaching one half. (Putnam, 1998).
2. Complementary Teaching focuses on teaching students how to learn. Students are explicitly
taught learning strategies and study skills to enable them to master the curriculum content. In the
complementary teaching, the general education teacher is responsible for presenting the lesson
content, while the special education teacher takes responsibility for emphasizing the learning
strategies. Strategy instruction can occur as a separate mini-lesson, or both strategy instruction and
content instruction can be presented simultaneously in one lesson. (Thousand, & Villa, 2000)

3. Supportive Teaching enhances or reinforces the lesson content by helping students attend to,
understand, and remember information, relationships, and processes. In the supportive teaching
arrangement, the special education teacher assumes an active role in supporting and adapting
instruction to meet the individual needs of students while the general education teacher provides
the classroom instruction. Supportive instructional activities may be provided to the whole class,
small groups, or individual students. (Villa 2000)
Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

Pre-recorded Videos (Attachments)

Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion