Helping Learners with Special Educational Needs

Achieve in the Inclusive School (K-12)

by

Edilberto I. Dizon

Before anything else, let me share a review of what Inclusive Education

(IE) is based on our three handbooks on the topic published in 2001, 2011 and
2012. This review also includes our latest documented but unpublished
experiences with parents and support persons in the practice of IE.

INCLUSIVE EDUCATION

Inclusive Education was formally crystallized in 1994 when participants

from 25 international organizations and 92 governments convened in Salamanca,
Spain and collectively formulated the Salamanca Statement and Framework of
Action on IE. This defined IE as the “education in the mainstream of regular
education regardless of race, linguistic ability, economic status, gender, age,
ability, ethnicity religion and sexual orientation.” Inclusive Education, therefore,
ensures that learners who are exceptional, diverse and at risk learn, grow,
achieve and succeed together with their typically-developing/regular
counterparts.

Inclusive Education adheres to the Normalization ideology: that individuals

with disabilities/special needs must be provided with the same training and
opportunities given their typically-developing/regular counterparts enabling them
to maximize their potentials, achieve some degree of independence in leading
their lives, and access and participate in the benefits provided by/available in
their communities (Dizon, 2001).

Agreements and declarations particularly those initiated by the UNESCO

and the UNICEF and legal mandates of some nations provide solid support to
persons with disabilities so that they may be protected and fully integrated
without discrimination into the mainstream including education, employment,
and even marriage and raising a family.
 Inclusive education is founded in a number of ideologies: These are: a)
the logic and principles of social and civil rights, b) religious perspective, c)
psychosocial perspective, and even d) economic perspective.

Right issues have been the core in support of IE. That is why the UN
Convention on the Rights of Persons with Disabilities (2006) encourages “the
enactment of laws and policies upon all its member states in favor of persons
with disabilities with the aim of including them in everyday life, and at the same
time providing equal access to educational services for everyone...”.

In Japan, the Philippines and some other nations, inclusion of persons

who are exceptional, diverse, poor and disadvantaged and at risk into the
mainstream is rooted in the teachings of Buddhism and Christianity, among
others. These are the teachings on acceptance, compassion, forgiveness and in
general, love for humanity regardless of origin, status, beliefs, disabilities and
class.

A number of advocates for IE prioritize, among others, psychosocial

paradigm/tenets for IE placement. This is so because they consider such
psychosocial perspective consistent with the Normalization paradigm (Bengt
Nirje, 1963): making available to all persons with disabilities “patterns of life and
conditions of everyday living, which are as close as possible to the regular
circumstances and ways of life of society.” Inclusive education, therefore, within
this context becomes the educational expression of normalization.

Economic considerations especially in poor developing countries come to

the fore in the inclusion of learners who are exceptional, diverse and at risk in
the mainstream of general education. The enormous budgetary layout for
segregated programs like special classes and institutions (building
infrastructures, providing facilities and equipment, training teachers and other
personnel, etc.) compels poor governments to include children in the general
education program. Such inclusion, however, makes teacher training,
supplemental material provisions and support-person preparation imperative.

We all know that the mere physical inclusion is never inclusion. Provisions
of adaptations and differentiations along nine dimensions (to be presented and
discussed later) are required. Anthony Lake (2013) of UNICEF articulates his
support of inclusive education in these statements: “When you see the disability
before the child, it is not only wrong for the child. It deprives society all that the
child has to offer. Their loss is society’s loss; their gains are society’s gains.”

Tomoo Hozumi, also of UNICEF, expresses this equally powerful advocacy:

“We should see the wealth of ability that each child with a disability has to offer,
and enable him/her to engage and participate in his/her community/ if children
remain uncounted in statistics and put away in institutions, we will not be
successful in being a truly inclusive society.”

PROVISIONS OF THE K-12 PLAN THAT RELATE TO THE EDUCATION OF

LSEN

Republic Act No. 10533 and LSEN

Republic Act No. 10533 (Enhanced Basic Education Act) aims to
strengthen the curricula and increase the number of years for the basic
education (K-12) in both public and private schools.

The following are specific provisions of the act that explicitly/directly or

indirectly relate to the education of LSEN:

A. Section 2: Declaration of Policy

1. “…complete, adequate and integrated system of education
relevant to the needs of the people, the country and society
at-large…”
(This provision includes the education of LSEN; that LSEN are part of
the educational system; that they too can contribute to the needs of
others, their country and society).
2. “…create a functional basic education system that will
develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long
learning and employment…”
(This provision includes LSEN in inclusive schools to acquire
competencies, skills and values enabling them to achieve life-long
learning and pursue employment commensurate to their levels).
3. “Make education learner-oriented and responsive to the
needs, cognitive and cultural capacity, the circumstances and
diversity of learners, schools and communities through the
appropriate languages of teaching and learning including
mother tongue as a learning resource.”
 (The act mandates the use of appropriate languages of teaching and
learning [including mother tongue] responsive to the needs of learners
with special educational needs, learners from disadvantaged and
indigenous communities, learners in varied educational placement
designs/schemes, and learners in difficult circumstances [e.g., street
children, children in war zone areas]).

B. Section 3: Basic Education

“Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be
based. It encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-
school learners and those with special needs.”
(The act includes learners in alternative learning systems such as
homestudy program, individualized instruction (e.g., PACES, School of
Tomorrow), special schools/classes, center-based instruction, community-
based instruction. Such learners in alternative learning systems – just like
those attending formal schools – have the opportunity to go through
schooling from K to 12).

C. Section 4: Enhanced Basic Education Program

1. “…encompasses at least one year of kindergarten education,
six years of elementary education, and six years of secondary
education…”
(LSEN in inclusive schools – just like their typically-developing peers –
will have to complete at least 13 years of schooling to finish basic
education).
2. “…mother language or first language…includes Filipino sign
language used by individuals with pertinent disabilities…”
(This is particularly relevant to learners who are deaf and those with
language-communication disorders).

D. Section 5: Curriculum Development

“The curriculum shall be learner-centered, inclusive and
developmentally-appropriate”
“The curriculum shall be relevant, responsive and research-
based”
 “The curriculum shall be culture sensitive”
“The curriculum shall use the spiral progression approach to
ensure mastery of knowledge and skills after each level”
“The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on
their respective educational and social contexts…”
(This provision on curriculum ascertains that LSEN be provided a
progressive curriculum appropriate for and responsive to their
developmental conditions/levels, needs, capabilities, backgrounds as well
as interests and anticipated destinations/future and in consideration of
their educational and social contexts).

E. Section 6: Curriculum Consultative Committee

“The consultative committee shall oversee the review and
evaluation on the implementation of the basic education
curriculum and may recommend to the DepEd the formulation of
necessary refinements of the curriculum.”
(This committee must include at least an expert in Special Education-
Inclusive Education so that matters pertaining to accessing the General
Education curriculum can be tackled. Accommodation, modification and
individualization provisions need to be undertaken to ensure that LSEN
succeed in inclusive schools).

F. Section 7: Teacher Education and Training

“…the DepEd and the CHED, in collaboration with relevant
partners in government, academe, industry, and non-government
organizations, shall conduct teacher education and training
programs…” (to include in-service training, and private schools to avail
of such training, and also training of new teachers).
(Such training must involve the participation of current and prospective
teachers for learners with special educational needs).

G. Section 8: Hiring of Graduates…(in Specific Disciplines as Teachers)

Excerpt
“Graduates of technical-vocational courses to teach in their
specialized subjects in the secondary education: Provided that
these graduates possess the necessary certification issued by
TESDA; provided further that they undergo appropriate in-service
 training to be administered by the DEpEd or high education
institutions (HEIs) at the expense of DEpEd.”
(Considering the varying levels of vocational and cognitive potentials and
competencies of LSEN, alternative vocational options need to be
considered. The UP SPED Area’s Vocational Options for Learners with
Special Educational Needs handbook is forthcoming. This contains 14
modules on 14 different vocational electives for LSEN who will undergo
vocational training at the high school level. Such handbook will be useful
in high school as the options/electives are suitable to LSEN).

H. Section 9: Career Guidance and Counseling Advocacy

“…the DEpEd shall regularly conduct career advocacy activities
for secondary level students…guidance counsellors…shall be
allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed:
provided that they undergo a training program to be developed
or accredited by the DEpEd”
(Such career education programs must include LSEN and their families.
Thus, guidance counsellors must be trained on career directions and
transition programs for LSEN. Please see the 13th National SPED
Conference handbook: Project Look Ahead!: Preparing Special Children for
a Future).

IMPLICATIONS FOR RA # 10533 TO THE EDUCATION OF LSEN

Learners with special educational needs (LSEN), as constituents of the

educational system must not be perceived and treated as a burden. Given the
appropriate, relevant and helpful training due them, they, too, can learn, grow,
shine and aspire for a future just like their typically-developing peers. They, too,
have potential for life-long learning and pursuing vocational competencies
commensurate to their levels.

Advocacy for the inclusive education of LSEN, therefore, comes to the

fore. From segregated placement programs to inclusion in regular schools, LSEN
are given the opportunity to be with their typically-developing peers, enabling
them to achieve the best they can academically, physically, psychosocially,
vocationally, and independently. Inclusive education gets to be a vital avenue to
normalization!
 Considering the addition of two more years of senior high school, LSEN
will stay in school longer just like their regular peers. In the end, however, such
increase will benefit LSEN as the last two years are designed for sharper focus on
vocational training. Such will enable LSEN to acquire vocational/work skills much
needed when they leave high school. They need not transition to post-secondary
vocational training. Exceptions, however, are in order for high-functioning LSEN
as they can pursue tertiary education.

Curricular provisions in the law are clear: learner-centered, inclusive,

developmentally-appropriate, relevant, responsive, research-based, culture-
sensitive, spirally progressive and flexible. Current efforts expected of the DEpEd
and other concerned agencies, however, do not adequately and specifically
address how general education in inclusive schools can be accessed through
accommodation, modification and individualization. It has been the UP SPED
Area’s initiative through this conference that has gathered stakeholders
(teachers, administrators, parents, support-service givers) together to pursue
concerns, issues and priorities. All these have been undertaken in the best
interest of LSEN: planned and guided success in school and proactive pursuit of a
destination, a future!

The mother tongue provision must consider LSEN whose first language is
English. Lest they are compelled to learn a language (e.g., Ilocano,
Kampampangan, Bicolano), it is imperative to assert the disorders/deficits in
language-cognitive processing among LSEN considering their disabilities. Such
compel LSEN to concentrate on a single language. Thus, if English gets to be
their first language, let it be so. Similarly, sign language is needed for those who
are deaf and those with language-communication disorders.

The inclusion of special groups such as children in difficult circumstances,

children from indigenous groups, and able learners (i.e., the gifted and the
talented, also included among LSEN) is in order. Such special groups have their
own unique needs and priorities that have to be addressed. Likewise, goal of
providing appropriate and differentiated curricular and instructional programs
and schemes for them is most pressing. Such programs and schemes must
consider their socio-cultural, educational as well as economic contexts.

All these concerns/considerations as well as needs/priorities demand the

all-out commitment of committees as well as teachers who will not count out
these sectors (LSEN and other special groups) of the educational system. Most
especially, we need a nurturing, supportive and proactive community and
government. As we all know, the greatness of a nation is gauged on how it takes
care of its people with special needs.

The initial formulated rules and regulations in implementing the K-12 Plan
are broadly stated. These do not amply state specific provisions for atypical
learners. Regular teachers handling LSEN in inclusive schools are not adequately
guided on how to go about the practice of inclusive education a guidebook on
how inclusive education is planned, implemented and sustained vis-à-vis K-12
Plan needs to be written by a committee of experts, practitioners and
academicians.

INTRODUCTION: CURRICULAR AND INSTRUCTIONAL

ACCOMMODATION, MODIFICATION AND INDIVIDUALIZATION,
AND PROMOTION

Let me first define the following words:

CURRICULUM. This refers to the contents/lessons/activities as we teach learners

with special educational needs (LSEN). This also pertains to learning
experiences derived by the LSEN from his environment: peers, home
members, community members, things, events and others. Thus,
curriculum may be formally and informally taught and learned.

INSTRUCTION. This pertains to teaching-learning methodologies/strategies used

by the teacher in teaching contents/lessons/activities (curriculum).

ACCOMMODATION. This refers to access to the general education by way of

teaching the LSEN the same curricular contents intended/designed for
typically-developing learners with some adaptations in instructional
methodologies.

MODIFICATION. This refers to access to the general education by way of

modifying or simplifying curricular contents intended/designed for
typically-developing learners with some adaptations in instructional
methodologies.
 INDIVIDUALIZATION. This refers to changing/differentiating/individualizing
curricular contents to customize according to the needs of the LSEN with
marked adaptations in instructional methodologies.

PROMOTION. This refers to the pass up (with credit) or move up (non-credit) of

the LSEN from one level/grade to a higher one.

SUPPORT SCHEMES. This refers to home, school and community support

services rendered to LSEN so that they can succeed in the inclusive
education program.

Aside from curricular and instructional adaptations (or in the handbook:

Content and Instruction, respectively), Cole, et al (2000) specify seven other
types of educational adaptations presented in Table 1:

Adaptation Definition Example

1. Modified goals The adapted outcome expectations
within the context of a general
education curriculum
2. Output (used interchangeably in the The ways the learners can
handbook with performance demonstrate understanding and
expectation) knowledge
3. Size (or size of performance) The length or portion of an
assignment, demonstration, or
performance learners are expected to
complete
4. Time The flexible time needed for student
learning
5. Difficulty The varied skill levels, conceptual
levels, and processes involved in
learning
6. Level of support The amount of assistance to the
learner
7. Degree of participation The extent to which the learner is
actively involved in tasks
In a written language activity, a
student may focus more on writing
some letters and copying words than
composing whole sentences and
paragraphs
Students write a song, tell a story,
design a poster or brochure, or
perform an experiment
Reduce the length of report to be
written or spoken, reduce the number
of references needed, reduce the
number of problems to be solved
Individualize a time line for project
completion, allow more time for test-
taking
Provide calculators, and tier the
assignment so that the outcome is the
same but with varying degrees of
concreteness and complexity
Students work in cooperative groups
or peer buddies, mentors, cross-age
tutors, or paraeducators
In a student-written, -directed, and –
acted play, a student may play a part
that has more physical action rather
than numerous lines to memorize

The application of the aforementioned terms is found in the succeeding

lectures on Accommodation, Modification and Individualization for LSEN, and
Promotion and Support Schemes in Inclusive Schools.