CHAPTER 2

BASIS AND POLICIES

OF SPECIAL AND
INCLUSIVE EDUCATION
BSED
-ENGLISH
PROF. ED
5
2A
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BSED
-ENGLISH
PROF. ED
5
2B
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BSED MATH

PROF. ED
5
2A
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BTLE IA
PROF. ED
5
2A
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BEED
PROF. ED
5
3A
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BEED
PROF. ED
5
3B
 CHAPTER 2
BASIS AND POLICIES
OF SPECIAL AND
INCLUSIVE EDUCATION
BTLED AFA

PROF. ED
5
1A
 Topic
Discussion! 3. Transition Program

1. Early Intervention
4. Sustaining Program

2. Process of Inclusion;
Philippine Model
5. National IP Education
policy
B. Principles,
Policies and
Dimensions
1. Early Intervention
 
Early childhood intervention is most commonly
defined as a support and educational system
for very young children with developmental
disabilities or delays.
Its purpose is to maximize their physical,
cognitive, social and emotional
development.
Physical disability
Cognitive Disability
Emotional disability
Social Disability
Child is identified as possibly needing special education
and related services.

“Child Find.” The state must identify, locate, and

evaluate all children with disabilities in the state who
need special education and related services.

To do so, states conduct “Child Find” activities. A child

may be identified by “Child Find,” and parents may be
asked if the “Child Find” system can evaluate their
child. Parents may also call the “Child Find” system and
ask that their child be evaluated.
Referral or request for evaluation

A school professional may ask that a child be

evaluated to see if he or she has a disability.
Parents may also contact the child’s teacher
or other school professional to ask that their
child be evaluated.

This request may be verbal or in writing.

Parental consent is needed before the child
may be evaluated.
2.Child is evaluated

The evaluation must assess the child in all areas related

to the child’s suspected disability. The evaluation
results will be used to decide the child’s eligibility for
special education and related services and to make
decisions about an appropriate educational program for
the child.

If the parents disagree with the evaluation, they have

the right to take their child for an Independent
Educational Evaluation (IEE). They can ask that the
school system pay for this IEE.
3. Eligibility is decided

A group of qualified professionals and the parents look at

the child’s evaluation results.
Together, they decide if the child is a “child with a
disability,” as defined by IDEA. Parents may ask for a
hearing to challenge the eligibility decision.

4.Child is found eligible for services

If the child is found to be a “child with a disability,” as

defined by IDEA, he or she is eligible for special education
and related services. Within 30 calendar days after a child
is determined eligible, the IEP team must meet to write an
IEP for the child.
5. IEP meeting is scheduled

The school system schedules and conducts the IEP

meeting. School staff must:
*contact the participants, including the parents;
*notify parents early enough to make sure they have an
opportunity to attend;
*schedule the meeting at a time and place agreeable to
parents and the school;
*tell the parents the purpose, time, and location of the
meeting;
*tell the parents who will be attending; and
*tell the parents that they may invite people to the meeting
who have knowledge or special expertise about the child.
IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child’s

needs and write the student’s IEP. Parents
and the student (when appropriate) are part of
the team. If the child’s placement is decided
by a different group, the parents must be part
of that group as well.
Before the school system may provide special education
and related services to the child for the first time, the
parents must give consent.
The child begins to receive services as soon as possible
after the IEP is written and this consent is given.
If the parents do not agree with the IEP and placement,
they may discuss their concerns with other members of
the IEP team and try to work out an agreement.

If they still disagree, parents can ask for mediation, or

the school may offer mediation. Parents may file a
complaint with the state education agency and may
request a due process hearing, at which time mediation
must be available
6. Services are provided

The school makes sure that the child’s IEP is being

carried out as it was written. Parents are given a copy of
the IEP. Each of the child’s teachers and service
providers has access to the IEP and knows his or her
specific responsibilities for carrying out the IEP.

7. IEP is reviewed.

The child’s IEP is reviewed by the IEP team at least

once a year, or more often if the parents or school ask
for a review. If necessary, the IEP is revised. Parents, as
team members, must be invited to attend these
meetings.
8. Progress is measured and reported to parent

The child’s progress toward the annual goals is

measured, as stated in the IEP. His or her parents are
periodically informed of their child’s progress toward
achieving the annual goals (such as through the use of
quarterly or other periodic reports, perhaps issued at
the same time as report cards).

Here is a brief summary of what happens after the IEP

is written.
9. Child is reevaluated

At least every three years the child must be reevaluated,

unless parents and the school system agree that a
reevaluation is not necessary.

The purpose of the reevaluation is to find out if the child

continues to be a “child with a disability,” as defined by
IDEA, and what the child’s educational needs are. Parents
must give their consent for their child’s reevaluation.

A child may be reevaluated more often if conditions

warrant or if the child’s parent or teacher asks for a new
evaluation
2. Process of Inclusion: Philippine Model
1. Functions of SPED Center as the Resource
Center for Inclusion

*Conduct continuous assessment of children

with special needs
* Provide in-service training to school personnel
on the “why” and “how” of creating inclusive
school as well as other educational trends
* Produce appropriate teaching materials
* Support children with special needs in the
regular classrooms
2.Service Delivery Options
* Cooperative of Team Teaching Program
* Consulting Teacher Program

3.Provision of Support Services

* Professionals and Specialists
- physical/speech/vocational therapist, sign interpreters
* Parents/ Volunteers as Instructional Assistants
* Peer or Buddy Teaching

4.Curriculum Modifications
* Curriculum Adaptation – strategies, equipment, materials
* Curriculum Augmentation - inclusion of special learning areas
* Curriculum Alteration – functional curriculum or life skills
Functions

Bureau of Secondary Education

* provision of leadership and guidance over
SPED programs
Special Education Division
* policy formulation
* standard setting
* modeling
* research and development
* overall leadership and management
Functions

Regional Office/Special Education Unit

* policy formulation
* quality assurance
* in-service training provision
* regulation of private special schools/centers
* monitoring and evaluation
Functions

Division (Operation Level)

* implementation and supervision of schools with
special education programs
* provision of technical assistance/support to schools
* monitoring and evaluation
Schools
* organization and administration of special education
classes
* implementation of curriculum in special education
* evaluation of learning outcomes and programs
3. Transition Programs

Transition is viewed as coordinated set of activities for a

student designed within an outcome oriented process
that promotes movement from school to out-of-school
activities.

The program includes vocational training, integrated

employment, continuing and adult education, adult
services, independent living or community participation.
The coordinated activities must be based on the
individual needs, taking into account the students
preferences and interests.
The transition program model envisions the full
participation, empowerment and productivity among
children with special needs.

Full participation is described as involvement of persons

with special needs in the different activities in the
community.

Opportunities for their participation should be made

available and support in terms of assistive devices and
assistance from peers, professionals and other people in the
community are accessible, when needed.
Empowerment pertains to making choices and decisions
and being able to control one’ life and the demonstration
of this skill is an assurance that person with special
needs could already live an independent life.

Productivity refers to the ability of a person with special

needs to engage oneself in work or any activities that will
provide him/her with income to finance his own needs.
The curriculum domains for the transition program
include: i) daily living skills, ii) personal and social skills,
and iii) occupational guidance and preparation.
The daily living skills include competencies on managing,
selecting and maintaining living environment, caring for
personal health, developing and maintaining intimate
relationship, eating at home and in the community,
cleaning and purchasing clothing, participating in leisure
or recreational activities, and getting around the
community.

The competencies on personal and social skills focus on

achieving self-awareness, acquiring self-confidence,
achieving socially responsible behavior, maintaining good
interpersonal skills, achieving independence, making
informed and adequate decisions, and communicating in
others.
The occupational guidance and preparation domain
covers competencies like exploring Transition Program
Model and locating occupational training and job
placement opportunities, making occupational training
and job placement choices, applying for and maintaining
occupational training and job placements, developing
and maintaining appropriate work skills and behavior,
and matching physical and manual skills to
occupational training and employment.
The competencies in the three domains are taught to
children with special needs by both the SPED and regular
teachers, the parents and skilled volunteers from the local
businesses and industries.

The setting for these domain could be in the school, in the

community or in business establishments. The activities
offer students opportunities on career awareness and
work skills which will ultimately equip them to live an
independent and productive life.
4. Sustaining Program
5. National Policy
IP education interventions are to be developed
and implemented in consultation and
cooperation with IPs concerned in order to
address and incorporate their special needs,
histories, identities, languages, knowledge,
and other aspects of their culture, as well
as their social, economic, and cultural
priorities and aspirations.

Towards this end, the DepED shall:

a. Ensure the provision of universal and equitable access
of all IPs to quality and relevant basic education
services towards functional literacy for all.

The DepED together with the National Commission on

Indigenous Peoples (NCIP), National Commission for
Culture and the Arts (NCCA), local government units
(LGUs), and other government agencies, and in
partnership with civil society and private sector
organizations, shall provide culture-responsive basic
education services through both the formal school
system and alternative learning system.
b. Adopt appropriate basic education pedagogy, content,
and assessment through the integration of Indigenous
Knowledge Systems and Practices (IKSPs) in all
learning areas and processes.

The DepED shall also prioritize the further

development and implementation of the following in
schools, learning centers, and other learning services
with enrolled IP learners: a) mother tongue-based
multilingual education (MTB-MLE); b) culture-
responsive education for sustainable development and
c) alternative modes of instructional delivery and
assessment schemes to address the peculiar needs of
IP learners.
c. Provide adequate and culturally-appropriate
learning resources and environment to IP
learners. Aside from ensuring the proper
selection and development of textbooks and
other supplementary learning materials
provided to IP learners, the DepED shall put
in place a policy that would promote the
establishment and maintenance of culture
responsive educational infrastructures,
learning environment and spaces.
d. Strengthen the hiring, deployment, and continuous
development of teachers and learning facilitators in
the implementation of its IP Education Program.
The DepED shall review, harmonize, and align its
teacher education and development policies –
consistent with the National Competency-Based
Teacher Standards (NCBTS), MTB-MLE Policy,
“Localization Law” (Republic Act No. 8190), and other
relevant laws and issuances – to support affirmative
action responding to the learning needs of IP learners.
e. Establish and strengthen appropriate multi-level units
within DepED responsible for planning, implementing,
and monitoring IP education interventions. It shall
likewise ensure that adequate financial support –
sourced from various sources, such as the agency’s
regular annual budget, the LGUs’ Special Education
Fund (SEF), and education projects – are readily
available to implementing units/entities to ensure
smooth implementation and sustainability of
education services.
f. Expand and strengthen institutional and civil society
linkages to ensure proper coordination, knowledge-
sharing, and sustainability of the IP Education
Program. The DepED in collaboration with NCIP, IPOs,
civil society organizations (CSOs), and other public and
private institutions, shall maximize -but not be limited
to – existing interagency/multi-stakeholder basic
education-related structures at all levels as the
mechanism to coordinate, formulate policies,
undertake social mobilization and advocacy, mobilize
resources, and monitor and evaluate IP education
interventions and initiatives.
g. Implement stronger affirmative action to eradicate all
forms of discrimination against IPs in the entire
Philippine educational system. In line with this policy,
all concerned DepED offices and units shall also
ensure that textbooks, supplementary learning
materials, and other learning resources are free from
discriminatory content and erroneous accounts,
descriptions, and visual depictions, which
misrepresent the history and culture of IPs or do not
adequately acknowledge them.
THANK
Y O U.