BOHOL ISLAND STATE UNIVERSITY – BILAR CAMPUS

Zamora, Bilar, Bohol

Final Requirement for the course Foundations of Special and Inclusive Education
EDUC 8
TERM PAPER
Title: Foundations of Special and Inclusive Education in the Philippines:
Navigating Diversity

GHEO BUCAR TAC-AN

BSED-ENGLISH 3
Table of Contents

1. Introduction
2. Historical and Philosophical Beliefs on Special Education in the Philippines
3. Vision, Legal Bases, Policy, Goals, and Objectives of Special and Inclusive Education
in the Philippines
4. The Continuum of Placement and Services in Philippine Special Education
5. The Family: Roles and Rights of Parents in the Philippine Context
6. Theories or Models of Human Development: Relevance to Philippine Special
Education
7. Interactionism, Mainstreaming, and Inclusive Education in the Philippines
8. Typical and Atypical Growth, Development, and Characteristics of Learners with
Disabilities in the Philippine Setting
9. Categories of Exceptionalities, Causes, and Characteristics: A Focus on the
Philippines
10. Inclusive Education, Teaching Strategies, Types of Learning, Individualized
Education Program, and Inclusive Curriculum in the Philippine Context
11. Assessment of Students with Special Needs: Approaches in the Philippines
12. Collaboration and Communication in Special and Inclusive Education: Philippine
Perspectives
13. ICT and Assistive Technology in Special Education: Implications for the Philippines
14. Learners with Special Needs Other Than Those with Disabilities: A Comprehensive
View in the Philippine Setting
15. Conclusion
16. Bibliography (References)
Introduction
In the landscape of Philippine education, the Foundations of Special and Inclusive
Education course serves as a gateway to understanding the historical, legal, and
practical dimensions that shape the education of learners with diverse needs. This term
paper is a reflection on the insights gained throughout the course, offering a
comprehensive overview of key topics such as historical perspectives, legal
foundations, and contemporary practices in special and inclusive education. As we
navigate through these aspects, we aim to unravel the complexities and celebrate the
progress made in fostering inclusive learning environments for all students in the
Philippines. This exploration sheds light on the vision, goals, and challenges of special
and inclusive education, recognizing the pivotal role of families, the theories guiding
human development, and the importance of collaborative strategies. Through this term
paper, we embark on a journey to delve into the foundations that underpin special and
inclusive education in the Philippine context.

Body
Historical and Philosophical Beliefs on Special Education in the Philippines
Early Perspectives
The early perspectives on special education in the Philippines reflect a historical
struggle with exclusionary practices. The focus on deficits and isolation hindered the
development of an inclusive educational ethos. Recognizing this history is crucial to
appreciate the transformative journey towards inclusive practices.

Emergence of Inclusive Practices

The evolution of special education in the Philippines signifies a shift towards inclusivity.
Influential figures and pivotal moments have shaped a more inclusive paradigm. The
acknowledgment of diverse learning needs and the commitment to inclusive education
mark a positive trajectory for learners in the Philippines.

Vision, Legal Bases, Policy, Goals, and Objectives of Special and Inclusive
Education in the Philippines
Legal Foundations
Legal foundations, such as the Magna Carta for Persons with Disabilities, underscore
the commitment to protecting the rights of learners with diverse needs in the Philippines.
These legal frameworks provide a solid foundation for fostering an inclusive and
accessible educational environment.

Policy Framework
The policy framework governing special and inclusive education outlines guidelines for
practitioners. Policies emphasize the importance of adapting educational practices to
meet diverse needs, fostering a more inclusive learning landscape.

Vision, Goals, and Objectives

The vision, goals, and objectives of special and inclusive education in the Philippines
reflect a commitment to equity and quality education for all. These guideposts shape the
direction of educational practices, emphasizing inclusivity and student-centered
learning.

The Continuum of Placement and Services in Philippine Special Education

Placement Options
The continuum of placement options in Philippine special education signifies a move
away from one-size-fits-all approaches. Inclusive practices, resource rooms, and
specialized centers provide flexible alternatives, ensuring tailored solutions for learners
with diverse needs.

Support Services
Support services in Philippine special education cater to the holistic development of
learners. These services, ranging from counseling to assistive technologies, play a vital
role in addressing diverse learning needs and promoting inclusive education.

The Family: Roles and Rights of Parents in the Philippine Context

Family Dynamics
Family involvement is a cornerstone of success in special and inclusive education.
Collaborative partnerships between educators and families create a supportive
ecosystem for learners, fostering a sense of belonging and contributing to their overall
well-being.
Rights of Parents
Recognizing and protecting the rights of parents is integral to a collaborative
educational environment. Legal provisions in the Philippines empower parents, ensuring
their active participation and contribution to the educational journey of their children.

Theories or Models of Human Development: Relevance to Philippine Special

Education
Understanding theories of human development offers valuable insights into the diverse
pathways of growth and learning. In the Philippine context, applying these theories aids
educators in tailoring interventions to the unique needs of learners with diverse abilities.

Interactionism, Mainstreaming, and Inclusive Education in the Philippines

Interactionism, mainstreaming, and inclusive education converge to create an inclusive
learning environment. In the Philippines, fostering positive interactions, promoting
mainstreaming practices, and championing inclusive education contribute to breaking
down barriers and creating a more equitable educational landscape.

Typical and Atypical Growth, Development, and Characteristics of Learners with

Disabilities in the Philippine Setting
Recognizing typical and atypical growth patterns is essential for educators in the
Philippines. Understanding the characteristics of learners with disabilities informs
inclusive practices, enabling tailored approaches that address individual needs and
promote a supportive learning environment.

Categories of Exceptionalities, Causes, and Characteristics: A Focus on the

Philippines
In the Philippine context, addressing categories of exceptionalities requires a nuanced
understanding of causes and characteristics. Tailoring educational strategies to specific
exceptionalities ensures that learners receive targeted support, fostering a more
inclusive and responsive educational system.

Inclusive Education, Teaching Strategies, Types of Learning, Individualized

Education Program, and Inclusive Curriculum in the Philippine Context
Inclusive education in the Philippines necessitates dynamic teaching strategies and a
deep understanding of diverse learning styles. Crafting individualized education
programs and an inclusive curriculum ensures that education is accessible and
meaningful for all learners, embracing the rich diversity within classrooms.

Assessment of Students with Special Needs: Approaches in the Philippines

Assessing students with special needs in the Philippines requires a multifaceted
approach. Balancing formative and summative assessments, employing diverse
evaluation methods, and considering individual strengths and challenges contribute to a
more comprehensive understanding of learner progress.

Collaboration and Communication in Special and Inclusive Education: Philippine

Perspectives
Collaboration and communication are foundational in the Philippine special and
inclusive education landscape. Strengthening partnerships among educators, parents,
and relevant stakeholders enhances the effectiveness of inclusive practices, ensuring a
holistic and collaborative approach to education.

ICT and Assistive Technology in Special Education: Implications for the

Philippines
Incorporating ICT and assistive technology in Philippine special education expands
educational opportunities. Leveraging technology enhances accessibility, supports
diverse learning needs, and empowers learners, contributing to a more inclusive and
technologically responsive educational environment.

Learners with Special Needs Other Than Those with Disabilities: A

Comprehensive View in the Philippine Setting
Examining learners with special needs beyond disabilities broadens the understanding
of diversity. Addressing socio-emotional needs, linguistic differences, and culturally
responsive practices ensures a comprehensive approach to inclusive education in the
Philippines.

Conclusion
As we conclude this exploration into the Foundations of Special and Inclusive Education
in the Philippines, a panoramic view emerges of a transformative educational
landscape. From delving into historical perspectives to navigating legal frameworks,
examining diverse learning needs, and embracing inclusive practices, our journey
reflects the commitment to providing equitable and quality education for all. The
historical journey showcases the commendable progress made in shifting from
exclusionary practices to the current ethos of inclusive education. Legal foundations and
policies underscore the rights of learners with diverse needs, affirming a commitment to
fostering an inclusive educational environment in the Philippines. The continuum of
placement options, support services, and family involvement highlights a dedication to
fostering inclusive practices. Recognizing diverse learning needs and tailoring
interventions align with a vision of education that is responsive, adaptive, and inclusive.
The emphasis on diverse assessment approaches acknowledges the multifaceted
nature of learner progress. Balancing formative and summative assessments,
considering individual strengths and challenges, contributes to a holistic understanding
of student development in the Philippine context. Collaboration and communication
stand as pillars in the Philippine special and inclusive education landscape.
Strengthening partnerships among educators, parents, and stakeholders creates a
collaborative ecosystem, enhancing the effectiveness of inclusive practices and
fostering a shared responsibility for learner success. The integration of ICT and
assistive technology represents a step forward in creating a more accessible and
technologically responsive educational environment. Leveraging technology aligns with
a commitment to providing diverse learners with the tools and resources necessary for
success. Our exploration has broadened the lens to encompass learners with special
needs beyond disabilities. Addressing socio-emotional needs, linguistic diversity, and
culturally responsive practices ensures a comprehensive and inclusive approach to
education in the Philippines. As we look forward, the journey does not end but evolves.
The insights gained from this exploration serve as a compass for future educational
practices. The commitment to inclusivity extends beyond the classroom, influencing
systemic changes and fostering a more equitable educational landscape. In conclusion,
the Foundations of Special and Inclusive Education in the Philippines underscore a
dedication to celebrating diversity, embracing inclusivity, and fostering an educational
environment where every learner has the opportunity to thrive. This term paper is a
testament to the ongoing journey toward a more inclusive and responsive educational
system in the Philippines.