Inclusive Education Policy Framework For Basic Education in The Philippines

INCLUSIVE EDUCATION POLICY
FRAMEWORK FOR BASIC EDUCATION IN

THE PHILIPPINES
By
DR. JOSE D. TUGUINAYO, JR.

Chief Education Program Specialist
Student Inclusion Division, Bureau of Learning Delivery
Department of Education
What is Inclusive Education?
Inclusive Education
 Inclusive Education (IE) as a process of
strengthening the capacity of the
education system to reach out to all
learners and can thus be understood
as a key strategy to achieve Education
for All (UNESCO Policy Guidelines on
Inclusion in Education, 2009 p. 8).
Inclusive Education
 IE also recognizes inclusive schools
as the most effective means of
combating discriminatory attitudes,
creating welcoming communities,
building an inclusive society and
achieving education for all (UNESCO
Policy Guidelines on Inclusion in
Education, 2009 p. 8).
Inclusive Education is a process where
all types of learners with diverse needs
are given equal opportunities for a
meaningful life in non-discriminatory
environments. These environments
foster belongingness through culturally/
spiritually sensitive, learner-centered
curriculum, learning processes, delivery
modes, and settings.
 The working definition of IE is
uniquely Filipino in recognizing
and respecting kapwa (the unity of
the one-of-us and the-other)
(Enriquez, 1976, 1995) and
spiritual beliefs, and in fostering
love for God, humanity,
environment, and the nation.
Rationale
 DepEd is mandated to protect
and promote the right of every
Filipino citizen to quality
education to realize his/her full
potential and meaningfully take
part in nation-building.
Rationale
 Provide an overall framework for
programs’ implementation that
directly promote Inclusive Education
and ensuring that every aspect of
the K to 12 curriculum support system
is responsive to the needs and
demands of diverse learners.
Legal Bases: Philippine Legal Mandate
 The 1987 Constitution Article XIV,

Section 1 - explicitly upholds the
protection and promotion of the
right of all citizens to quality
education at all levels and that
Section - 2 necessitates the
Philippine government to:
Establish, maintain, and support a complete,
adequate, and integrated system of education
relevant to the needs of the people and
society (Section 2.1);
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 (Section 2.4); and
provide adult citizens, the disabled,

and out-of-school youth with training
in civics, vocational efficiency, and
other skills (Section 2.5).
 Republic Act No. 10533, otherwise known

as Enhanced Basic Education Act of 2013,
Section 5 prioritizes the inclusiveness of
enhanced basic education through the
implementation of programs designed to
address the physical, intellectual,
psychological, and cultural needs of
learners.
 Republic Act No. 10157 or the Kindergarten

Education Act declares the policy of the State
of providing equal opportunities for all
children to avail of accessible mandatory
and compulsory kindergarten education
that effectively promotes physical, social,
intellectual, emotional and skills stimulation
and values formation to sufficiently prepare
them for formal elementary schooling.
 Republic Act No. 9155 otherwise

known as the Governance of Basic
Education Act of 2001 enforces the
establishment of the Alternative
Learning System (ALS) to provide out-
of-school children, youth and adults
population with basic education;
 Republic Act No. 9442 or an Act Amending
Republic Act No. 7277, Otherwise Known as
the “Magna Carta For Disabled Persons, and
for Other Purposes” mandates the provision
of educational assistance to persons with
disability, for them to pursue primary,
secondary, tertiary, post tertiary, as well as
vocational or technical education, in both
public and private schools.
 Republic Act No. 10665 or an Act Establishing The

Open High School System in the Philippines and
Appropriating Funds Therefore declares the
policy of the state to broaden access to relevant
quality education through the employment of
an alternative secondary education program to
overcome personal geographical and socio-
economic and physical constraints, to
encourage them to complete secondary
Legal Bases: International Legal Mandate
 The 1989 Convention on the Rights of

the Child which upholds the rights of
children changed the way children
are viewed and treated;
 Article 2. Non-discriminatory
regardless of race, color, sex,
language, religion, political or other
opinion,property, disability and birth.
Article 23. Disabled children’s education

ensure disabled children have access to
educaton while recognizing their need for
special care and assistance.
Articles 28 and 29. The right to quality
education develop the child’s personality,
talents, mental, and physical abilities, develop
respect for the child’s own cultural and
national values.
 Education 2030 Framework for Action

which aims at mobilizing all
countries and partners around the
Sustainable Development Goal
(SDG) on inclusive and equitable
quality education and lifelong
learning opportunities for all.
 The 1994 Salamanca Statement

which provides that all children
should learn together, wherever
possible, regardless of any
difficulties or differences they
may have.
Definition of Terminologies
 Context - refers to the particular setting,
situation, or circumstance of the learner
influenced by personal, cultural, social,
and economic factors (such as ethnicity,
gender, religion, socialization in the
family and the wider community, social
history, economic status, personal
capabilities, available resources).
 Equity - refers to the value of
securing all learners’ right to
education, and their rights within
and through education to realize
their potentials and aspirations
 Equitable - refers to the right-
based appropriation of
resources and opportunities for
all learners.
 Learner - refers to any individual,
regardless of age, gender,
ethnicity, cultures, and religion,
enrolled in basic education .
 Learning Environment - refers to
learning resources and technology,
means of teaching, modes of
learning, and connections to
community, societal and global
contexts towards the total
development of the learner.
 Universal Design for Learning - is
a framework to improve and
optimize teaching and learning
for all people based on scientific
insights into how humans learn.
Policy Statement
 The Department adopts this policy
framework to provide policy guidance in
the establishment, implementation,
monitoring and evaluation of programs
and interventions with strategies and
support mechanisms that adequately
respond to diverse educational needs
and contexts of learners.
Guiding Principles of IE
1. Equal and equitable access to quality
basic education
 Universal participation shall be
promoted by providing equal and
equitable educational opportunities for
all learners; and
 Any constraints hereof shall be
addressed by means of issuing policies.
2. Responsiveness to Rights
The Department subscribes to the
Rights-based Approach (RBA) which
highlights the recognition, promotion,
and protection of rights
3. Sensitivity and Responsiveness
to Context
 Inclusive Education
institutionalizes the form of
programs that is sensitive and
responsive to the learners’
context.
4. Inclusion
 Inclusion recognizes and
respects the right of learners to
an education that is relevant
and responsive to their
respective contexts
5. Non-discriminatory and child-friendly
learning environment
 The organizational culture and
philosophy, classrooms and learning
facilities shall be conducive, child-friendly
and appropriate for all types of learners
as well as adhere to planning standards
suited to the locality;
5. Non-discriminatory and child-friendly learning
environment
 All learners shall have equal and equitable
access to appropriate and relevant equipment,
facilities, learning resources and information;
 Learning materials shall be free from any
discriminatory contents, sensitive to social and
cultural contexts and appropriate to diverse
learners;
Key Dimensions
 The Learners
DepEd recognizes the right of
each and every learner to an
education that is learner-
oriented, relevant and
appropriate in relation to the
learner’s context.
Key Dimensions
 The Learners
The learners’ participation shall
be maximized in the whole
process of curriculum
development, implementation
and delivery, and in school
planning, monitoring and
evaluation.
Key Dimensions
 The K to 12 Curriculum
Inclusion is the key standard and
principle of the K to 12 curriculum
that features learner-centered
developmentally appropriate,
culture sensitive, relevant, gender
sensitive, and contextualized.
Key Dimensions
The perspective of Inclusive
Education is at the core of the
K to 12 curriculum and is
embedded in the curriculum
framework itself.
Key Dimensions
The standards-based curriculum was
also designed to be flexible enough
for schools and local communities to
contextualize in relation to the
learner’s socio-cultural background,
historical context, and bio-
geographical realities.
Key Dimensions
The inclusiveness of K to 12 is also expressed
through existing Inclusion Programs such as
Special Education, Indigenous Peoples Education,
Madrasah Education, Alternative Learning System,
and Flexible Learning Options which address the
context and needs of particular learners. Special
Interest Programs also cater to learners who
manifest the interest and aptitudes for particular
skill sets.
Key Dimensions
Strengthened and continue to pursue the
following:
Recognition and development of programs
or initiatives to address the contexts, needs
and concerns not covered by existing
programs and initiatives of DepEd;
Contextualization of the curriculum and
learning materials at the school level;
Key Dimensions
Strengthened and continue to pursue the
following:
Differentiated presentation of information,
content, and learning materials to support
understanding;
Provision for learners’ options to create,
learn and share what they know in both
curricular and non-curricular activities;
Key Dimensions
Strengthened and continue to pursue
the following:
Provision of equal learning
opportunities for all learners to
facilitate active participation in the
teaching-learning process.
Key Dimensions
 Development of Learning Resources
Both teaching and learning materials
shall be developed and produced at
the school level and shall be
maximized to complement those
instructional materials provided by the
Department and external
partners/stakeholders.
Key Dimensions
Quality assurance processes shall
ensure that learning resources
produced are free from any
discriminatory content, are
appropriate to diverse learners, and
are sensitive to social and cultural
contexts.
Key Dimensions
The community as a learning resource
shall also be developed and
maximized;
The Learning Resource Portal as a
repository of learning and teaching
resources shall be utilized and
maximized.
Key Dimensions
 Learning Delivery
The delivery of educational
programs and services should be
made flexible based on the profile,
needs, and context of the learners.
Key Dimensions
Schools are encouraged to offer
different educational delivery
programs that shall serve as a
menu of options for different types
of learners to ensure that “no
learner is left behind”.
Key Dimensions
The school, serving as a “one-stop
shop” shall ensure the following:
Undertaking anticipatory and
proactive initiatives in a coherent
manner geared towards gaining a
better understanding of the learners’
contexts and needs;
Key Dimensions
Recognizing barriers to inclusion
and planning for programs and
services that adheres to the
principles of universal design for
learning;
Key Dimensions
Developing school policies, mechanisms,
and strategies for delivering equal and
equitable opportunities for diverse
learners;
Involvement of the learners as primary
stakeholders in identifying and addressing
learning gaps of disadvantaged and
marginalized learners;
Key Dimensions
Formulating appropriate and responsive
interventions for disadvantaged and
marginalized learners;
Enhancing the teaching-learning processes and
continuously innovating teaching strategies as
appropriate to the learners context while
complying with standards; and
Regular assessment of initiatives actively
involving the learners and other stakeholders as
appropriate.
Key Dimensions
 Educational Assessment
The K to 12 curriculum and
curriculum contextualization
necessitates that learning
assessment be also inclusive of the
particularities of the learners.
Key Dimensions
 Educational Assessment
Classroom assessment shall be
flexible through the use of varied
assessment strategies, methods
and tools/equipment.
Key Dimensions
 Learning Environment
Inclusive learning environments are
designed to support and complement the
implementation and delivery of an
inclusive curriculum. They should facilitate
learning, reinforce an effective teaching-
learning environment, and adhere to
existing policies that protect the rights of
the learner.
Key Dimensions
The physical environment shall consider the
uniqueness of the learners and how they
learn in its design. It shall ensure safety of
learners and accessibility of functional
support facilities such as, but not limited to,
water and sanitation facilities, clinic, library,
Guidance Office, and Community Learning
Centers (CLCs).
Key Dimensions
The educational setting shall
promote harmonious relationship,
respect for diversity and practice
of positive discipline among
learners, teachers, parents, and
administrators.
Key Dimensions
Teacher Professional Development
All teachers are primary implementers of
inclusive education. As such, they shall
possess the proper values, perspectives,
attitudes, as well as competencies that
communicate and reflect inclusion as they
address the educational needs of diverse
learners.
Key Dimensions
The competencies of teachers shall be
continuously enhanced so that they
can create an inclusive learning
environment that promotes inclusion
of all learners, and facilitate teaching
and learning processes that addresses
diverse learning styles and needs.
Key Dimensions
DepEd shall collaborate with the
Commission on Higher Education
(CHED) through the Teacher Education
Council (TEC) to ensure the integration
of Inclusive Education in all major
courses in the Teacher Education
Programs (TEP).
Key Dimensions
Participation of stakeholders,
especially those directly involved in
the teaching-learning process, shall be
encouraged. They shall likewise be
engaged through periodic
consultations to further strengthen the
implementation of Inclusive Education.
Key Dimensions
School Leadership and Management
All schools shall be guided by the
perspective of Inclusive Education in
contextualizing and implementing the K to
12 curriculum, and are encouraged to
implement inclusion and interest programs
as needed to respond to the context of the
learners and the communities being served.
Key Dimensions
All school heads shall be capacitated to
prepare and manage schools that are
ready to implement Inclusive Education.
School-based Management (SBM) shall
consider and strengthen the
implementation of Inclusive Education,
which shall be duly reflected in the School
Improvement Plan (SIP).
Key Dimensions
School heads shall facilitate the
provision of technical support and
actively engage the teaching and non-
teaching personnel in an atmosphere
of continuous capacity building.
Key Dimensions
School heads shall support the
development of research-based
instruction and school management of
Inclusive Education. Practices and
innovations shall be properly
documented for sharing, replication,
and for continuous improvement.
Key Dimensions
Partnerships for IE
The Department at all levels of
governance shall continuously conduct
intensive advocacy and social
mobilization on Inclusive Education as
a perspective, policy, and practice.
Key Dimensions
Continuous engagement with the
stakeholders/partners shall be
institutionalized in the planning,
implementation, monitoring and
evaluation of curricular and co-curricular
programs and activities to ensure quality
implementation of Inclusive Education.
Key Dimensions
External linkages and partnerships
must be expanded and strengthened
to ensure proper coordination,
resource sharing, and sustainability of
Inclusive Education implementation.
Key Dimensions
Governance Support
The Department shall adequately consider
the specific needs of Inclusive Education in
the planning and programming of
resources, such as provision of program
funds, allocation of teacher items, resources
for adequate learning facilities and
equipment needed, and support to
professional development of personnel.
Key Dimensions
Governance Support
The Department shall continuously
coordinate with LGUs to maximize the
utilization of the Special Education Fund
(SEF) and other available local resources.
The involvement of internal and external
stakeholders shall also be encouraged to
support the implementation of inclusion
programs.
Key Dimensions
Monitoring and Evaluation
The Bureau of Learning Delivery (BLD), in
coordination with other offices is
responsible for strengthening the
curriculum implementation support system,
shall conduct random and structured
monitoring on the implementation of this
policy in schools and learning centers.
Key Dimensions
The Regional and Schools Division Offices
shall likewise conduct monitoring and
evaluation at the division and school level,
respectively. The different units in the
Regional and Schools Division Offices shall
ensure that schools and programs are
inclusive in terms of curriculum and its
support systems.
Key Dimensions
The Regional and Schools Division Offices
shall likewise conduct monitoring and
evaluation at the division and school level,
respectively. The different units in the
Regional and Schools Division Offices shall
ensure that schools and programs are
inclusive in terms of curriculum and its
support systems.
THANK YOU
(MARAMING SALAMAT)

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INCLUSIVE EDUCATION POLICY

FRAMEWORK FOR BASIC EDUCATION IN

DR. JOSE D. TUGUINAYO, JR.

 The 1987 Constitution Article XIV,

provide adult citizens, the disabled,

 Republic Act No. 10533, otherwise known

 Republic Act No. 10157 or the Kindergarten

 Republic Act No. 9155 otherwise

 Republic Act No. 10665 or an Act Establishing The

 The 1989 Convention on the Rights of

Article 23. Disabled children’s education

 Education 2030 Framework for Action

 The 1994 Salamanca Statement

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