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Inclusive Education

This document outlines the content that will be covered in a live-out training for Grade 2 and Grade 8 receiving teachers on special education content and pedagogy. It discusses key concepts of inclusive education such as definitions, rationales, legal bases, dimensions, principles, and the roles of DepEd officials in implementation. The training will cover understanding inclusive education, its key dimensions including the learner, curriculum, learning resources, delivery, assessment, and environment. It will also discuss the guiding principles of inclusive education and roles of DepEd officials at different phases of implementation.

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Amie Lina
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198 views52 pages

Inclusive Education

This document outlines the content that will be covered in a live-out training for Grade 2 and Grade 8 receiving teachers on special education content and pedagogy. It discusses key concepts of inclusive education such as definitions, rationales, legal bases, dimensions, principles, and the roles of DepEd officials in implementation. The training will cover understanding inclusive education, its key dimensions including the learner, curriculum, learning resources, delivery, assessment, and environment. It will also discuss the guiding principles of inclusive education and roles of DepEd officials at different phases of implementation.

Uploaded by

Amie Lina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DM. 239 s.

2019
Division Live-Out Training of Grade 2 and Grade 8 Receiving
Teachers on Special Education Content and Pedagogy

SYMON A. ARINGO
Libmanan South District
Strategic Objectives Strategic Team
(Strategies) Goal Vision
DepEd Strategic Directions (2017-2022)
DM No. 239 s. 2019
Inclusive Education

What is
Inclusive
Education
DM No. 239 s. 2019
Inclusive Education

Inclusive Education
…is a process where all
types of learners with
diverse needs are given
equal opportunities for a
meaningful life in
non-discriminatory
environments.
DM No. 239 s. 2019
Inclusive Education

“Inclusion is the process


of involving and
valuing
all people in an
environment regardless
of their differences.”
DM No. 239 s. 2019
Inclusive Education

Rationale
DM No. 239 s. 2019
Inclusive Education

DepEd Mandate
…shall protect and
promote the rights of all
citizens to quality
education at all levels,
and shall take appropriate
steps to make such
education accessible to
all.”
-Article 14, Section 1 of the Philippine Constitution
DM No. 239 s. 2019
Inclusive Education

Rationale
…provide an overall
framework for programs’
implementation that directly
promote Inclusive Education
and ensuring that every
aspect of the K to 12
curriculum support system is
responsive to the needs and
demands of diverse learners.
DM No. 239 s. 2019
Inclusive Education

Legal Bases
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 The 1987 Constitution Article XIV,
Section 1
-explicitly upholds the protection and
promotion of the right of all citizens to quality
education at all levels.
-Establish, maintain and support a complete,
adequate and integrated system of education
relevant to the needs of the people and society
(Section 2.1)
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 The 1987 Constitution Article XIV,
Section 1
-provide adult citizens, the disabled
and out of school youth in civics,
vocational efficiency and other skills
(Section 2.5)
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Republic Act No. 10533
Enhanced Basic Education Act of 2013
-Section 5 prioritizes the inclusiveness of
enhanced basic education through the
implementation of programs designed to
address the physical, intellectual,
psychological and cultural needs of
learners.
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Republic Act No. 10157
Kindergarten Education Act
-declares the policy of the State of providing equal
opportunities for all children to avail of accessible
mandatory and compulsory kindergarten education
that effectively promotes physical, social,
intellectual, emotional and skills stimulation and
values formation to sufficiently prepare them for
formal elementary schooling.
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Republic Act No. 9155
Governance of Basic Education Act of
2001
-enforces the establishment of Alternative
Learning System (ALS) to provide out-of-
school children, youth and adults
population with basic education;
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Republic Act No. 10665
Act Establishing the Open High School
System in the Philippines and
Appropriating Funds Therefore
-declares the policy of the state to broaden access to relevant
quality education through the employment of an alternative
secondary education program to overcome personal
geographical and socio-economic and physical constraints to
encourage them to complete secondary education
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Convention of the Rights of the Child
-upholds the rights of children change the
way children are viewed and treated;
-Article 2. Non-Discriminatory regardless
of race, color, sex, language, religion,
political or other opinion, property,
disability and birth
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Convention of the Rights of the Child
Article 23. Disabled children’s education ensure
disabled children have access to education while
recognizing their need for special care and
assistance.
Article 28 and 29. The right to quality education
develop the child’s personality, talents, mental,
and physical abilities, develop respect for the
child’s own cultural and national values.
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 Education 2030 Framework for Action
-aims at mobilizing all countries and
partners around the Sustainable
Development Goal (SDG) on
inclusive education and equitable
quality education and lifelong
learning opportunities for all.
DM No. 239 s. 2019
Inclusive Education

Legal Bases: Philippine Legal Mandate


 1994 Salamanca Statement
-provides that all children
should learn together,
whenever possible, regardless
of any difficulties or differences
they may have.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
of IE
DM No. 239 s. 2019
Inclusive Education

Key Dimension
A. Learner
DepEd recognizes the right
of each and every learner
to education that is
learner-oriented, relevant
and appropriate in
relation to the learner’s
context.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
A. Learner
The learners’ participation
shall be maximized in the
whole process of the
curriculum development,
implementation and delivery
and in school planning,
monitoring and
evaluation.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
B. The K to 12 Curriculum
Inclusion is the key standard
and principle of the K to 12
Curriculum that features
learner centered,
developmentally appropriate,
culture sensitive, relevant,
gender sensitive and
contextualized.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
B. The K to 12 Curriculum
Strengthened and continue to
pursue the following:
“Provision of equal learning
opportunities for all learners
to facilitate active
participation in the teaching-
learning process.”
DM No. 239 s. 2019
Inclusive Education

Key Dimension
C. Learning Resources
Both teaching and learning
materials shall be developed and
produced at the school level and
shall be maximized to
complement to those
instructional materials
provided by the Department and
external partners/ stakeholders
DM No. 239 s. 2019
Inclusive Education

Key Dimension
C. Learning Resources
Quality assurance process shall
ensure that learning resources
produced are free from any
discriminatory, contents are
appropriate to diverse learners,
and are sensitive to social and
cultural contexts.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
D. Learning Delivery
The delivery of
educational programs and
services should be made
flexible based on the
profile, needs and context
of the learners.
DM No. 239 s. 2019
Inclusive Education

Key Dimension
D. Learning Delivery
“Schools are encourage to
offer different educational
delivery programs that
shall serve as menu of
options for different types
of learners to ensure that
“no learners is left behind.”
DM No. 239 s. 2019
Inclusive Education

Key Dimension
D. Learning Delivery
“served as one-stop-shop “
DM No. 239 s. 2019
Inclusive Education

Key Dimension
D. Learning Delivery
“develop school policies,
mechanisms and strategies
for delivering equal and
equitable opportunities for
diverse learners.”
DM No. 239 s. 2019
Inclusive Education

Key Dimension
E. Educational Assessment
“ The K to 12 curriculum and
curriculum contextualization
necessitates that learning
assessment be also be
inclusive of the
particularities of the
learners.”
DM No. 239 s. 2019
Inclusive Education

Key Dimension
E. Educational Assessment
“Classroom assessment
shall be flexible through
the use of varied
assessment strategies,
methods and equipment.”
DM No. 239 s. 2019
Inclusive Education

Key Dimension
F. Learning Environment
“ The K to 12 curriculum and
curriculum contextualization
necessitates that learning
assessment be also be
inclusive of the
particularities of the learners.
DM No. 239 s. 2019
Inclusive Education

Guiding Principles
of Inclusive
Education
DM No. 239 s. 2019
Inclusive Education

Guiding Principles of Inclusive Education

5. Non-discriminatory and child-


friendly learning environment

4. Inclusion

3. Sensitivity and responsiveness to context

2. Responsiveness to rights

1. Equal and Equitable access to quality


basic education
DM No. 239 s. 2019
Inclusive Education

Roles of DepEd
Officials in the
implementation of
Inclusive Education
A. INITIAL PHASE
This pertains to the time when the school
makes preparation for the implementation
of inclusive education.

This is also the period of acceptance.


DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of School Administrator
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)

Role of Typical Teachers


DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of SPED Teachers
B. Transition Phase
This covers the period covering initial
meetings done by the school personnel and
other activities prior to the
implementation of the inclusion program
proper.
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of School Administrator
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)

Role of Typical Teachers


DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of SPED Teachers
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of Parents
C. Inclusion Phase
 This is the period when children with
special needs are admitted in the regular
class.
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of School Administrator
DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)

Role of Typical Teachers


DM No. 239 s. 2019
Inclusive Education
Deped Order No. 72. S. 2009 (Enclosure No. 2)
Role of SPED Teachers
“If you told a child a
thousand times and he
still does not
understand, then it is
not the child who is the
slow learner.”
-Walter Barlie

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