INCLUSION IN EARLY CHILDHOOD EDUCATION Every person - child, youth and adult - shall be able to

benefit from educational opportunities designed to meet their

basic learning needs. (Article 1)
What is INCLUSION ?
- Equality 1994 – Salamanca Statement and Framework of Action
- Equity on Inclusive Education
- Inclusion “...schools should accommodate ALL children regardless of
their physical, intellectual, social, emotional, linguistic or
other conditions. (para 3)
Salamanca Statement and Framework of Action on Inclusive
Education, 1994
2008 – Convention on the Rights of Persons with
“education in the mainstream of regular education regardless Disabilities (CRPD)
of race, linguistic ability, economic status, gender, age, States Parties recognize the right of persons with disabilities
ability, ethnicity, religion, and sexual orientation” to education. With a view to realizing this right without
discrimination and on the basis of equal opportunity, States
Parties shall ensure an inclusive education system at all
Division of Early Childhood/National Association levels and lifelong learning…(Article 24)
for the Education of Young Children, 2009
2015 – Incheon Declaration and SDG4 - Education 2030
"embodies the values, policies, and practices that support
Framework for Action
the right of every infant and young child and his or her family,
SDG 4: To ensure inclusive and equitable quality education
regardless of ability, to participate in a broad range of
and promote lifelong learning opportunities for all
activities and contexts as full members of families,
communities, and society"
LESSON 1: LEGAL BASES OF INCLUSION

UNESCO (2005): Guidelines for Inclusion: Ensuring Philippine Legal Framework for Inclusion
Access to Education for All

“Inclusion is a process. That is to say, inclusion has to be RA 7277

seen as a never-ending search to find better ways of Magna Carta of Disabled Persons (1992)
responding to diversity. It is about learning how to live with
difference and learning how to learn from difference. In this Chp. II Education; Sec. 12: Access to Education
way differences come to be seen more positively as a The State shall ensure that disabled persons are provided
stimulus for fostering learning, amongst children and adults." with adequate access to quality education and ample
opportunities to develop their skills. It shall take appropriate
steps to make such education accessible to all disabled
RA 11650 Section 4e persons. It shall be unlawful for any learning institutions to
deny a disabled person admission to any course it offers by
“refers to a process where ALL learners, regardless of their reason of handicap or disability.
background and abilities are given an equal chance to play,
learn and interact together in the same learning environment
and the community. It is an approach where every learner is RA 9442
valued, supported, and given access to equal opportunities Amended Magna Carta of Persons with Disabilities (2007)
and learning experiences within an Inclusive Learning
Center, CDC or school setting and the community” Sec. 4: Policies and Objectives
▪ to provide persons with disability the opportunity to
participate fully into the mainstream society by granting them
at least 20% discount in all basic services.
LESSON 1: LEGAL BASES OF INCLUSION ▪ prohibitions on verbal, non-verbal ridicule and vilification
against persons with disability
World Declarations and Conventions

1975 – Individuals with Disabilities Education Act (IDEA) RA 10410

“to assure that all children with disabilities have available to Early Years Act of 2013
them… free appropriate public education which emphasizes
special education and related services designed to meet Sec. 2: Declaration of Policy
their unique needs.” The National System for ECCD shall promote the inclusion of
children with special needs, provide for reasonable
1989 - UN Convention on the Rights of the Child accommodation and accessible environments for children
“to ensure that the disabled child has effective access to and with disabilities and advocate respect for cultural and
receives education, training, health care services, linguistic diversity ...
rehabilitation services, preparation for employment and
recreation opportunities in a manner conducive to the child's
achieving the fullest possible social integration and individual RA 10533
development, including his or her cultural and spiritual Enhanced Basic Education Act
development.” (Article 23)
Sec. 8: Inclusiveness of the Enhanced Basic Education
1990 – World Declaration on Education for All (EFA) Implementation of programs designed to address the
“Recalling that education is a fundamental right for all physical, intellectual, psychosocial and cultural needs of
people, women and men, of all ages, throughout our world; learners
Sec 8.1 Programs for the Gifted and Talented
Sec 8.2 Programs for Learners with Disability
Sec 8.3 Madrasah Program - Integrated ECCD Services
Sec 8.4 Indigenous Peoples Education Program - Public Awareness
Sec 8.5 Programs for Learners under Difficult Circumstances - Resources and Program Policies
- Specialized Services

RA 11106
Filipino Sign Language Act System for Prevention, Early Identification, Referral and
Intervention of Delays, Disorders and Disabilities in Early
Sec. 2: Declaration of Policy Childhood (PEIRIDDDEC)
Uphold respect for their inherent dignity, individual
autonomy, and independence by guaranteeing accessibility Why is there a need for a system for PEIRIDDDEC?
and eliminating all forms of discrimination in all public
interactions and transactions, ensuring their full and effective RATIONALE - Prevention, detection, and rehabilitation of
participation and inclusion in society disabilities are EASIER, MORECOST-EFFECTIVE, and
have a HIGHER SUCCESS rate when done during the early
childhood years.
RA 11650
Instituting a Policy of Inclusion and Services for Learners
with Disabilities in Support of Inclusive Education Act PREVENTION

“Inclusive Education Act” • C/MSWDO & C/MHO identify available programs and
services particular to prevention, early identification, referral
Sec. 2: Declaration of Policy and intervention 1 of delays and disabilities in early
The state shall recognize, protect, and promote the rights of childhood
all learners with disabilities, including those belonging to • CHWs promote regular pre-natal check-ups for pregnant
ethnic, religious or linguistic minorities or persons of women, conduct health and nutrition screening services, and
indigenous origin……right to education based on equal conduct parent education sessions.
opportunity, make such education compulsory and • CDW/Ts conduct parent education sessions
accessible to them by ensuring that no learner with disability • Peer/ Youth Groups conduct counselling
is deprived of the right of access to an inclusive, equitable,
and quality education, and promote lifelong learning
opportunities for them. EARLY IDENTIFICATION

Sec 6 – Establishment of ILRCs – The DepEd, in • Observation of Parents and Significant Adults on the Child
collaboration with the LGU shall initially establish and • 1st Tier Assessment
maintain at least one Inclusive Learning Resource Center • BHW/BNS/Parents/CDW/Ts use Core
(ILRC) for Learners with Disabilities in every city and Developmental Milestones of Filipino Children
municipality. • C/MHO/CHW/CDW/Ts use ECCD Child’s Record
1 for children below 3 years old
Sec. 3: Objectives • CHW/CDW/Ts use ECCD Child’s Record 2 for
(k) To train and equip all teachers, including child children 3.1-5.11 years old
development teachers and workers, principals, • Reporting of assessment results to Parents by the CHW
administrators, non-teaching staff of school, sign language and CDW/Ts
interpreters, parents, guardians, and care providers as
partners in the care, development, education, and
advancement of learners with disabilities; REFERRAL

• Reporting of assessment results to direct supervisors in

LESSON 2: DEFINING FEATURES OF INCLUSION preparation for referral
• CHW report to C/MHO
Access – providing an array of activities and • CDW/Ts report to C/MSWDO
environments by removing barriers and presenting various • Conference between parents and supervisors
opportunities to promote learning and development of every • Referral of children at-risk for developmental delays and
child. disabilities to specialists
• 2nd & 3rd Tier Assessment conducted by specialists
- Provide Wide Range of Learning Opportunities
- Removal of Physical Barriers
- Removal of Attitudinal Barriers INTERVENTION

• Planning of intervention activities

Participation – using a range of instructional • CDW/T gather information and interview Parents
approaches to promote engagement in play and for the CIF
learning activities, and a sense of belonging for • CDW/T coordinates with Parents to prepare for the
every child. ILDP
• CDW/T modifies activities in the WLP based on
- Engagement in Play and Learning Opportunities the ILDP
- Sense of Belonging • Implementation of activities
- Individualized Accommodations • CDW/T and Parents implement intervention
activities in the WLP
Supports – refer to the broader aspect of the system • Evaluation of activities and instructions
that assure high quality inclusion. • CDW/T and Parents use observations records and
Activity Evaluation Sheet
- Partnership between Center and Family
- Professional Development