INCLUSIVE EDUCATION:

THE PHILIPPINE
PERSPECTIVE
FTC 4
OUTLINE GENERAL INFORMATION ON
INCLUSIVE EDUCATION

• Facts and Figures, Policies, Strategies for Disadvantaged

Learners: Children with Disabilities, IPs, Muslim Children,
Street Children, Abused children

• Current Difficulties and Challenges

• Lessons Learned
GENERAL INFORMATION ON INCLUSIVE
EDUCATION

• Children with disabilities

• Child laborers
• Children of Indigenous peoples and Muslim children
• Marginalized sectors
• Abused children
• Street children
 FACTS AND FIGURES

• Children with disabilities who are in school are about

101, 762 ( ).
• Children with disabilities are still combating
educational exclusion
• 97.3 % of them are still unreached.
• About 5,916 are mainstreamed in regular classes
 FACTS AND FIGURES

• Children of Indigenous peoples number about 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 .
• 140,570 Muslim elementary and secondary pupils are
attending ALIVE (Arabic Language and Islamic Values
Education) in public schools
 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

• P.D The Child and Youth Welfare Code
• RA – Special Protection of Children against Child Abuse,
Exploitation and Discrimination Act
• R.A The Magna Carta for Disabled Persons amended by R.A 9442
• Policies and Guidelines in Special Education
• 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.
 PUBLIC POLICY SUPPORT ON
INCLUSIVE EDUCATION

• PD 603 (1974) – Article 3 accounts for the rights of the child.

• Art 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
• Provides for the rehabilitation, self-development and self-reliance
of disabled persons and their integration into the mainstream of
society
• 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
 PHILIPPINES ADOPTS INTERNATIONAL
DOCUMENTS ON INCLUSIVE
EDUCATION
• UN Conventions on the Rights of the Child (1989)
• World Declaration on Education for All (1990)
• UNESCO Salamanca Statement and Framework for Action (1994)
• 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.
 PHILIPPINES ADOPTS INTERNATIONAL
DOCUMENTS ON INCLUSIVE
EDUCATION
• PD 603 (1974) – Article 3 accounts for the rights of the child.
• Provides for the rehabilitation, self-development and self-reliance of
disabled persons and their integration into the mainstream of society
• 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
 INCLUSION DEFINED REACHING OUT
TO ALL LEARNERS
• Addressing and responding to diversity of needs of all children, youth
and adults
• Involves changes and modification in content, approaches, structures
and strategies
• A process of strengthening capacity of education system to reach out to
all learners and key strategy to achieve EFA
• A process of addressing and responding to diversity of needs of all
children, youth and adults through increasing participation in learning
cultures and communities.
• Involves changes and modification in content, approaches, structures
and strategies, with common vision that covers all children of
appropriate age range and conviction that it is the responsibility of the
regular system to educate all child
 PROCESS OF INCLUSION ASSESSMENT
SUPPORT SYSTEM REMEDIATION/
ENRICHMENT
• Education system has full responsibility to ensure right to:
• education
• Assessment
• Support System
• It is equipped and ready to handle diversity through:
• Flexible modified curriculum ,
• teaching and learning methods
• Adaptation
• Augmentation
• Alteration
• Remediation/ enrichment
• Involvement of peers, parents and the community
 PROCESS OF INCLUSION ASSESSMENT
SUPPORT SYSTEM REMEDIATION/
ENRICHMENT
• We believe that the education system has the full responsibility to ensure right to
education.
• This system should start with assessment of children with disabilities.
• It involves specialists, such as:
• speech therapist,
• physical therapist,
• neurologist,
• special education and regular teachers,
• parents,
• tools: formal and informal and
• a process of gathering and synthesizing data and making recommendations.
 PROCESS OF INCLUSION ASSESSMENT
SUPPORT SYSTEM REMEDIATION/
ENRICHMENT
• Results of assessment lead to the provision of support services in terms of
personnel and equipment, assistive devices and learning resources.
• The SPED teachers should be equipped to handle diversity through flexible
modified curriculum, remediation and enrichment and involvement of
peers, parents and the community.
• Modification of curriculum involves:
• Adaptation, eg: curriculum for learning disability
• Augmentation, eg: curriculum for the blind, hearing impaired, children
with autism, ADHD, intellectual disability;
• Alteration for the post elementary or post secondary, eg: transition,
functional academic
 PROCESS OF INCLUSION ASSESSMENT
SUPPORT SYSTEM REMEDIATION/
ENRICHMENT
• Responsive child friendly school should prevail.
• It entails a professional environment where there is collaboration and team
teaching of school staff with active support from administrators and
supervisors.
• Flexible teaching methods with innovative approaches to teaching aids,
and equipment assistive devices and learning resources.
• PROCESS of INCLUSION
• Responsive, child-friendly environment
• Professional environment working
• deliberately and actively to promote inclusion for all.
 PHILIPPINE MODEL OF INCLUSION

• Partial mainstreaming towards inclusion

• - students are educated in regular classes at least half the day

• - receive additional help or specialized services

• - pull-out
FULL MAINSTREAMING OR INCLUSION

• - complete regular instruction

• - receive all special services in general classroom

SUSTAINING PROGRAMS FOR CHILDREN
WITH DISABILITIES

• Establishment of 276 Special Education Centers nationwide

• Provision of SPED items
• Downloading of funds
• SPED centers are organized to facilitate ease of integration
and mainstreaming, and later on inclusion of children with
disabilities in regular schools.
 FUNCTIONS OF THE SPED CENTERS:

• Serve as a resource room for inclusion of children with

disabilities
• Provide equal opportunities for people with disabilities to
participate fully in quality education
• Ensure the total development of people with disabilities to
become functional members of society
• Produce instructional tools, materials, and equipment to enrich
instructional resources
• Develop a strong school-community collaboration to improve
the delivery of educational services
 SUSTAINING PROGRAMS
Sustaining Programs for Children with Disabilities
• Conduct of training programs for teachers handling children with various
disabilities
• Conduct of training for school heads and supervisors
• Development of instructional materials for children with disabilities
Sustaining Programs for Children with Disabilities
• Conduct of advocacy strategies like the SPED caravan in regions and
divisions without SPED centers or without SPED programs
Sustaining Programs for Children with Disabilities
• Implementation of various intervention programs, like:
• Early Intervention
• Transition program
• Headstart program
 INDIGENOUS PEOPLES EDUCATION

Policy actions
• To provide access to quality basic education
• To ensure the preservation, recognition, promotion and
protection of the rights of indigenous peoples to ancestral
domain, cultural identity and heritage
Objective:
• The National IP Education Policy
• Framework operationalized in
• all schools
 INDIGENOUS PEOPLES EDUCATION
ACTIVITIES

• Launching of the Philippine’s Response to Indigenous Peoples

and Muslim Education (PRIME)- a facility for IP and ME

• Conduct of implementation planning activities for the

national, & regional clusters

• Celebrating IP month in October

MADRASAH EDUCATION FOR MUSLIM
CHILDREN

Policy action:
• To provide access to quality education
• To ensure the preservation, recognition, promotion, and
protection of the rights of Muslim learners to religious identity
and heritage
• Objective:
• Institutionalization of the Madrasah Education Program at all
levels in basic education
 STREET CHILDREN EDUCATION

• Enhancing the implementation of the “Kariton Klasrum”

project in partnership with the Dynamic Teen Company

• Street educator, Efren Penaflorida awarded by CNN as Hero of

the Year

• Conducting stock-taking activities in selected sites that will

implement the program
EDUCATION FOR CHILDREN SEXUALLY
ABUSED

• Institutionalization of Personal Safety Lessons in both

elementary and secondary schools nationwide
• On-going training of trainers for the basic education levels
• Coordination with the agencies to ensure the welfare of the
sector
• Personal Safety Lessons are provided to prevent sexual abuse
 ALTERNATIVE DELIVERY MODES FOR
DISADVANTAGED CHILDREN

• MISOSA- (Modified In-School and Off-School Approach for

elementary)
• Open High School Program for secondary
• Distance Learning
• Modular learning
• On-line learning
• Home-based learning
 ALTERNATIVE DELIVERY MODES FOR
DISADVANTAGED CHILDREN

• Alternative Delivery Modes–

• For disadvantaged children who could not go to school
regularly.
• Students are provided modules or e-learning.
• Learning is self-paced.
• Learning takes place at home in school or in the community
with learning facilitators
• Learning could be accredited through PEPT , A&E
(Accreditation and Equivalency) that will identify the
appropriate grade/year level for easy entry to formal schooling
or for certification purposes.
 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, ECONOMIC, AND FINANCIAL
ASPECTS

LESSONS LEARNED
• Social, Economic, and Financial Aspects
• Inclusion education impacts on social, economic and financial
issues.
• Social justification is seen on attitudinal change or accounts to non-
discriminatory attitude towards the disadvantaged children and
youth. This is done through the development and use of teaching
strategies that respond to individual differences.
• Further, inclusion makes it less costly to maintain schools that
educate all children. In the end, there is creation of wealth through
entrepreneurial undertaking.
 SOCIAL BENEFITS ENCOURAGING
GREATER PARTICIPATION IN SOCIAL
PROGRESS
• SOCIAL BENEFITS
• Creates positive social and attitudinal changes in both regular
and disadvantaged chidren such as:
• Reducing and eliminating prejudices against disabled children
• Improving self-concept or self-esteem
• Growth in social cognition
• Encouraging greater participation in social progress
• Challenge
• Inclusion may result in overcrowding and
• lowering of quality of education
 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
• The integration of disadvantaged children into the mainstream
productive workforce could bring in return in the form of
wage contribution to the economic output and also the creation
of wealth through entrepreneurial undertaking.
 CHALLENGES

• Inclusion education entails additional resources over and

above those provided to regular schools.
• Per pupil cost is relatively higher than the regular pupil.
• Inclusion education involves the provision of special teachers,
facilities, modified/indigenized/localized/contextualized
curriculum and other support systems.
THANK YOU!
“Every special child deserves
a chance to develop their full
potential.”
-Nanay ni Jeeboy