Inclusive Education

What is Inclusive Education?

 It means that all students attend and are welcomed by their neighbourhood schools in
age-appropriate, regular classes and are supported to learn, contribute and participate in
all aspects of the life of the school.
 It is about how we develop and design our schools, classrooms, programs and activities
so that all students learn and participate together.
 It is when 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 instruction, interventions, and supports that enable them to meet
success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut,
2012).
Inclusion means:
I – integration
N – networking
C – collaboration
L – living, learning, loving
U – utilizing available resources
S – support and social services
I – implementation of appropriate programs
O – organization of appropriate services
N – non stop services to all

Who are included?

 Children with disabilities

Children with disabilities who are in school are about 101, 762 (2011-2011).
Children with disabilities are still combating educational exclusion
97.3 % of them are still unreached.
About 5,916 are mainstreamed in regular classes
 Child Laborers
Working children is growing in number.
 Abused Children
 Number of abused children is still being track down
 Children of Indigenous people
Children of Indigenous peoples number about 12-15 million across the country.
These are spread in seven ethnographic areas with 117 ethno-linguistic groups.
Those in the elementary schools total 639, 483 while 158, 550 are in the
secondary schools (2010-2011).
 Muslim children
140,570 Muslim elementary and secondary pupils are attending ALIVE (Arabic
Language and Islamic Values Education) in public schools

Inclusive Learning Strategies

 Use a variety of instructional formats.

Start with whole group instruction and transition to flexible groupings which could be
small groups, stations/centers, and paired learning. With regard to the whole group, using
technology such as interactive whiteboards is related to high student engagement. Regarding
flexible groupings: for younger students these are often teacher-led but for older students, they
can be student-led with teacher monitoring. Peer-supported learning can be very effective and
engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led
demonstrations.

 Ensure access to academic curricular content.

All students need the opportunity to have learning experiences in line with the same
learning goals. This will necessitate thinking about what supports individual SWD need, but
overall strategies are making sure all students hear instructions, that they do indeed start
activities, that all students participate in large group instruction, and that students transition in
and out of the classroom at the same time. For this latter, not only will it keep students on track
with the lessons, their non-SWD peers do not see them leaving or entering in the middle of
lessons to be pulled out, which can really highlight their differences.

 Apply universal design for learning.

These are methods that are varied and that support many learners’ needs. They include
multiple ways of representing content to students and for students to represent learning back,
such as modeling, images, objectives and manipulatives, graphic organizers, oral and written
responses, and technology. These can also be adapted as modifications for SWDs where they
have large print, use headphones, are allowed to have a peer write their dictated response, draw a
picture instead, use calculators, or just have extra time. Think too about the power of project-
based and inquiry learning where students individually or collectively investigate an experience.
Principles that guide quality inclusive education
  All children belong.

Inclusive education is based on the simple idea that every child and family is valued
equally and deserves the same opportunities and experiences. Inclusive education is about
children with disabilities – whether the disability is mild or severe, hidden or obvious –
participating in everyday activities, just like they would if their disability were not present. It’s
about building friendships, membership and having opportunities just like everyone else.

 All children learn in different ways.

Inclusion is about providing the help children need to learn and participate in meaningful
ways. Sometimes, help from friends or teachers works best. Other times, specially designed
materials or technology can help. The key is to give only as much help as needed.

 It is every child’s right to be included.

Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities
Education Act clearly states that all children with disabilities should be educated with non-
disabled children their own age and have access to the general education curriculum.

Education Policies

 The right to education is a basic human right.

 All children and youth shall have access to quality education.
 Inclusive education shall be concerned with all learners, with focus on those who have
traditionally been excluded from educational opportunities.
 Support system shall be organized and delivered holistically.

Public Policy Support on Inclusive Education

 The 1987 Philippine Constitution

Art. IV. Sec 2 mandates the state to encourage non-formal, informal and
indigenous learning systems as well as learning independent and out of school
youth study programs and to provide adult citizens, the disabled and OSY with
training on civics, vocational efficiency and other skills.
 P.D. 603 - The Child and Youth Welfare Code
Article 3 accounts for the rights of the child.
 RA. 7610 – Special Protection of Children against Child Abuse, Exploitation and
Discrimination Act
Article 1 section 2 states that a comprehensive program shall be formulated to
protect children against any form of abuse which endanger child survival and
normal development
  R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442
Provides for the rehabilitation, self-development and self-reliance of disabled
persons and their integration into the mainstream of society
 Policies and Guidelines in Special Education
Art 1 Sec 5 states that the ultimate goal of SPED shall be the integration or
mainstreaming of learners with special needs into the regular school system and
eventually into the community

Philippine Model of Inclusion

1. Partial mainstreaming towards inclusion

 students are educated in regular classes at least half the day

 receive additional help or specialized services
 pull-out

2. Full mainstreaming or inclusion

 complete regular instruction

 receive all special services in general classroom

Current Issues and Challenges

 Increasing the holding power of schools over these children

 Making existing resources and other support systems adaptable and suitable to the needs
of inclusive education
 Mobilizing parents and other duty bearers in supporting inclusive education
 Providing post-school support to fully integrate and enable disadvantaged children to
participate in gainful employment or productive work.

Social Benefits

 Creates positive social and attitudinal changes in both regular and disadvantaged children
such as:
a) Reducing and eliminating prejudices against disabled children
b) Improving self-concept or self-esteem
c) Growth in social cognition
d) Encouraging greater participation in social progress

Economic Benefits
  Leads to higher participation rate, cohort-survival or completion rate
 There is higher simple and functional literacy rates.
 There is higher employment participation rate.
 Enable children to become independent and productive in later years

Proposed Initiatives/Recommendation

 Ensuring education through early learning intervention

Early childhood education is a sustainable way to guarantee the right to education
 Rationalizing the establishment of more centers: special education centers, community
centers, drop-in centers
Assistance may come in the form of ADM
 Capability building for teachers of diverse learners at pre service levels
All teachers and other educators should be trained on inclusive education.
 Adopting equivalency, testing and acceleration programs to diverse learners
School-based and national assessment should be given to be assured of quality
performance. Work out accreditation schemes for inclusive programs.
References

Inclusive Education Canada Official Website. (2017). What is Inclusive Education? Retrieved
from inclusiveeducation.ca

Te Kete Purangi. ( ). About Inclusive Education. Retrieved from inclusive.tki.org.nz

Inclusion BC official Website. ( ). What is Inclusive Education? Retrieved from

www.inclusionbc.org

Qujano, Y. S. ( ). Inclusive Education: The Philippine Perspective. Retrieved from

https://seameoforumfiles.wordpress.com
 Republic of the Philippines
Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City

EDUC 193 (Special Topics 3)

Inclusive Education

Submitted to:
Prof. Virginia Aurelio
Subject Instructor

Submitted by:
Twinkle Belle Aquino
Reziae Kate S. Daguro
Eliza Mae Damo
Riza Gapuzan
BEED IV-A