an inevitable direction to take and must be properly understood,

INCLUSIVE EDUCATION appreciated, and prepared for within the context of society being
accepting of individual differences.
starts with an appreciation and acceptance of diversity, reinforced by a
INCLUSIVE EDUCATION supportive and genuinely inclusive mindset among our general
education teachers.
An educational practice that places students with disabilities in the
INCLUSIVE EDUCATION
general education classroom
Anchored on the philosophy that every child has an inherent right to be
INCLUSIVE EDUCATION educated equally with his peers, no matter how different he or she may
appear to the society.
 Moral/Religious
 Biomedical/Individual
MODELS OF DISABILITY  Functional/Rehabilitation
 Social
 Rights-Based
MORAL/RELIGIOUS MODEL Developed during the Medieval age (AD476- early 1800s)
Greatly influenced by the Church; parents who bore children with
MORAL/RELIGIOUS MODEL
disabilities are either considered a blessing or a curse
PWD’s isolation and exclusion of the entire family unit from communal
MORAL/RELIGIOUS MODEL
event
BIOMEDICAL/INDIVIDUAL
Disability caused by physical, sensory, and mental impairment
MODEL
Refers to help given to those whose disabilities are congenital or
HABILITATION
manifested very early in life in order to maximize function
Refers to assistance given by professionals to those who have an
REHABILITATION
acquired disability in the hope of gaining back one’s functionality
SOCIAL MODEL seeks to change society to accommodate people living with impairment
It recognizes the PWDs’ vulnerability and tries to address this by
RIGHTS-BASED MODEL
upholding and safeguarding their identities and rights as human beings
recognizes that properly formulated prevention policy may be regarded
RIGHTS-BASED MODEL
as an instance of human rights protection for PWDs.
RIGHTS-BASED APPROACH Ensures all energies are devoted to the realization of each learner’s
TO EDUCATION right to education
RIGHTS-BASED APPROACH Built on principle that education is a basic human right and therefore all
TO EDUCATION must have access to it
 he government as duty bearers
FOUR key actors directly  the child as the rights-holder
involved in right- based model  parents as duty bearers and representatives of the child
 teachers as rights-holders and duty bearers
TWIN TRACK APPROACH combination of the social model and the rights-based model
In education, this allows a PWD to join the mainstream, yet provided
TWIN TRACK APPROACH with opportunities for disability-specific programs in case additional
support is needed
Allows for holistic changes to occur, with the option of promoting
TWIN TRACK APPROACH
individual needs whenever necessary.
OBJECTIVES OF SPECIAL
Develop the maximum potential of the child with special needs
EDUCATION
OBJECTIVES OF SPECIAL
Enable them to become self-reliant
EDUCATION
OBJECTIVES OF SPECIAL
Provide them opportunities for a full and happy life
EDUCATION
SPECIFIC OBJECTIVES OF
Development and maximization of learning competencies
SPECIAL EDUCATION
SPECIFIC OBJECTIVES OF Inculcation of values to make the learners with special needs as useful
SPECIAL EDUCATION and effective members of the society
ULTIMATE GOAL OF SPECIAL The integration or mainstreaming of learners with special needs into
EDUCATION the regular school system and eventually into the community
BASIC PHILOSOPHY OF Every child with special needs has a right to an educational program
SPECIAL EDUCATION that is suitable to their needs
Special education shares with regular education basic responsibilities
BASIC PHILOSOPHY OF
of the educational system to fulfill the right of the child to develop to his
SPECIAL EDUCATION
full potential
EDUCATION action or process of teaching someone in a school
the real goal of education is “becoming.” a good person
PRENSKY (2014)
a more capable person than when you started
CLOUGH AND CORBETT Pathology of Difference
(2000)
there will always be students performing closely with each other BUT
PATHOLOGY OF DIFFERENCE
there are those who fall at tail ends of the curve
Those extremes are either:
PATHOLOGY OF DIFFERENCE  HIGH SKILLED
 LOW SKILL LEVELS
an attempt to increase fairness of universal public education for
SPECIAL EDUCATION
exceptional learners
practice that places student with disabilities in general education
INCLUSIVE EDUCATION
classroom
INCLUSIVE EDUCATION Takes root in special needs education
1948 Universal Declaration of Human Rights
1989 United Nations Convention on the Rights of the Child
EFA- EDUCATION FOR ALL all children must have access to complete, free, and compulsory
(1990) primary education
UN Standard Rules on the Equalization of Opportunities for Persons
1993
with Disabilities
Salamanca Statement and Framework for Action on Special Needs
1994
Education
World Education Forum Framework for Action Millennium Summit of
2000
the United Nations
2001 EFA Flagship on the Right to Education for PWDs
2005 UN Disability Convention
2006 UN Convention on the Rights of Persons with Disabilities
EDUCATION 2030
2030 Agenda for Sustainable Development
FRAMEWORK FOR ACTION
is a process, “a never-ending search to find better ways to respond to
INCLUSION
diversity”
GUIDELINES FOR INCLUSION
(2005) involves a preventive dimension
BY UNESCO
GUIDELINES FOR INCLUSION
all about the “presence, participation, and achievement” or learning
(2005)
outcomes of all types of students
BY UNESCO
GUIDELINES FOR INCLUSION  puts “particular emphasis on learners who may be at risk of
(2005) marginalization,
BY UNESCO exclusion, or underachievement,”