Foundation of Inclusive

and Special Education

Prepared by: Ms. Angel Joyce Durumpili, LPT

Department of Teacher Education
 Inclusive
Education in
the Philippines
 Inclusion
The active intentional,
ongoing engagement with diversity
– in the curriculum, co-curriculum,
and communities with which
individuals might connect.
 Inclusion
in ways that increase awareness,
content knowledge, cognitive
sophistication, and emphatic
understanding of the complex ways
of individuals interact within the
systems and institutions.
 Inclusive Education
It means different and diverse
students learning side by side in the
same classroom.
It values diversity and the
unique contributions each student
brings to the classroom.
 Inclusive Education
Every child feels safe and has a
sense of belonging.

It values diversity and the

unique contributions each student
brings to the classroom.
 Importance of Inclusive
Education
Inclusive systems provide a
better-quality education for all
children and are instrumental in
changing discriminatory attitudes.
 Inclusive Education
Inclusive systems provide a
better- quality education for all
children and are instrumental in
changing discriminatory attitudes.
 Importance of Inclusive
Education
It prepares students for the real world
by teaching them how to work with
people of all abilities.

It helps to break down barriers

between people with and without
disabilities and promotes understanding
and acceptance.
 Inclusive Education
in the Philippines
The 2009 Department of Education
Order No. 72 defines inclusive education as
the philosophy of accepting all children
regardless of race, size, shape, color, ability,
or disability with support from school staff ,
students, parents, and the community.
 Inclusive Education in the
Philippines
2013 Enhanced Basic Education Act
refers to gifted and talented children;
learners with disabilities; learners of the
madrasa curriculum; indigenous peoples;
and learners in difficult circumstances, such
as geographical isolation, chronic illness ,
abuse, or displacement due to armed
 Inclusive Education in the
Philippines
2019 Special Education Act defines learners
with special needs as children who differ in
mental characteristics, sensory ability,
neuromuscular or physical characteristics,
social abilities or multiple handicaps and/or
have a lag in development requiring tailored
school practices or special education
services.
 Inclusive Education in the
Philippines
The act includes gifted, talented,
disabled, impaired and handicapped
persons in need of special education
and services of rehabilitation.
 Vision
The State, community, and family
hold a common vision for Filipino
child with special needs. By the 21st st

century, it is envisioned that he/she

could be adequately provided with
basic education.
 Vision
This education should fully realize
his/her own potential for development
and productivity as well as being
capable of self-expression of his/her
rights in society. More importantly ,
he/she is God-loving and proud of
 To
Mission
provide support and promote
innovative solutions to the challenges
faced by ministries of education and
governments in the complex task of
improving equity, quality, relevance, and
effectiveness of curriculum, teaching,
learning and assessment processes and
outcomes.
 To
Mission
provide support and promote
innovative solutions to the challenges
faced by ministries of education and
governments in the complex task of
improving equity, quality, relevance, and
effectiveness of curriculum, teaching,
learning and assessment processes and
outcomes.
 Goals
The goal is that the whole education system
will facilitate learning environments where
teachers and learners embrace and welcome the
challenge and benefits of diversity. Within an
inclusive education approach, learning
environments are fostered where individual needs
are met, and every student has an opportunity to
succeed.
 Objective
s
The primary objective of inclusive
education is to educate disabled students in
the regular classroom and still meet their
individual needs. Inclusive education allows
children with special needs to receive a free
and appropriate education along with non-
disabled students in the regular classroom.
 Special Education
The goal of the special education programs of
the Department of Education all over the country is to
provide children with special needs appropriate
educational services within the mainstream of basic
education
 Objectives
• Provide a flexible and individualized
support system for children and youth
with special needs in a regular class
environment in schools nearest the
student’s home.

• Provide support services, vocational

programs, and work training, employment
 Objectives
• Implement a life–long curriculum to
include early intervention and parent
education, basic education, and
transition programs on vocational
training or preparation for college.
 Objectives
• Make available an array of educational
programs and services: the special
education center built on “a school within a
school concept” as the resource center for
children and youth with special needs;
inclusive education in regular schools,
special and residential schools, homebound
instruction, hospital instruction and
community – based programs;
 Objectives
• alternative modes of service delivery to
reach disadvantaged children in far-flung
towns, depressed areas, and underserved
barangays.
 School Organizations
• SPED
• is part of the country's education system and is
implemented through a specific program targeting both
children with disabilities and gifted and talented learners,
who need a systematic and deliberate process to achieve
functional literacy and achieve their individual potential
and capability.

• 1997 Magna Carta for Disabled Persons

 School Organizations
• SPED
• 1997
Department Order No. 26 on Institutionalization of SPED
Programs in All Schools
established at least one special education center for
children with special needs in all schools.
 School Organizations
• SPED
• The 2019 Special Education Act aims literally to
institutionalize inclusive education through the
institutionalization of at least one special education
center in each school division and three such centers in
larger divisions, equipped with adequate qualified staff
and administered by the principal of the regular school.
 School Organizations
• Indigenous People’s Schools
• are registered within the Department of
Education and mainstreamed in the
national education system but benefit
from some flexibility in terms of
curriculum, teacher recruitment, and
school calendar.
 School Organizations
• Madrasah Education
• was institutionalized in 2004 through the Standard
Curriculum for Elementary and Public Schools and Private
Madaris (i.e. madrasa schools), and then improved with
the Refined Elementary Madrasah Curriculum in 2011 in
public elementary schools with at least 15 Muslim
students and in private madaris.
 School Organizations
• Madrasah Education
• is provided in public and private schools within the
context of Muslim culture, customs, traditions and
interests through the integration of the Arabic Language
and Islamic Values Education (ALIVE) in the basic
education curriculum
 School Organizations
• Alternative Learning System
• It is parallel learning system to the formal education
system usually conducted in community learning centers.
Established by the 2001 Governance Basic Education Act ,
it provides an opportunity for the out-of-school
population to access and complete basic education
 School Organizations
• Alternative Delivery Mode
are based on self-learning modules to cater for learners in
difficult and different circumstances.