Inclusive Education in the Philippine Context

Inclusive Education

1. Is a learning environment where children with and without disabilities are taught
together, as equals.

2. This approach is different to more traditional approaches to the education of children

with disabilities (CWD), such as the SPED model used in the Philippines, that involve
segregating CWDs into separate classes or even separate schools.

3. It is recognized by teachers, families and policy makers to be a more beneficial way of

ensuring that children with and without disabilities achieve their full educational
potential.

4. In striving to educate as many children as possible and with limited funds to build a
separate special education infrastructure to cater to the needs of children with disabilities,
inclusive education was officially adopted in 1997 by the Deped in the Philippines as a
viable educational alternative.

5. This article reports on the current state of affairs for including CWDs within regular
schools in the Philippines.

6. The “Silahis Centres” (‘school within the school’ concept) is presented as a feasible
model for implementing and promoting the inclusion of children with disabilities within
regular schools throughout the Philippines.

7. Other aspects related to Inclusive education such as teacher education, policies as well as
lessons learned so far from inclusion efforts and future challenges are also described.

Inclusive Education being strengthens in the country because of the following:

1. 2011-2012 – 101,762 no. of children with disabilities who are in school.

2. CWD are still combating educational exclusion.

3. 97.3% of them are still unreached.

4. 5916 are mainstreamed in regular classes.

5. 12-15 million children of indigenous people across the country.

6. 2010-2011 – 639,483 in elementary and 158,550 in secondary

 7. 140,570 Muslim Elementary and Secondary learners are attending ALIVE (Arabic
Language and Islamic Values Education)

Inclusive Education Program is supported by the following education policy:

1. The right to education is a basic human right.

2. All children and youth shall have access to quality education.

3. Inclusive Education shall be concerned with all learners, with focus on those who have
traditionally been excluded from educational opportunities.

4. Support system shall be organized and delivered.

International Policies

1. UN Convention on the Rights of the Child (1989)

2. World Declaration on Education for All (1990)

3. UNESCO Salamanca Statement and Framework for Action (1994)

Inclusion

1. Is defined as reaching out all learners

2. Addressing and responding to diversity of needs of all children, youth and adults.

3. Involves changes and modification in content, approaches, structures and strategies.