Inclusive Education

1. z
CHAPTER 17:
TRENDS & ISSUES IN
TEACHING LEARNERS WITH
DIFFICULTY WITH SELF-CARE
Report by: Jabido, Hannah Sharen C.
BPED 3

2. z
OBJECTIVES:
 Discuss the meaning of “Inclusion”.
 Define the barriers in attempting to access quality
education.
 Enumerate the Research Studies that shows positive
effects on Inclusion (Inclusive Education).
 Discuss the Inclusion (Inclusive Education) in the
Philippines.
 Discuss DepEd Order no. 21, s. 2019.

3. z
WHAT IS INCLUSION?
To implement inclusion is to first understand the meaning of inclusion:
 Based on a UNESCO report (2016), it states that inclusive
education is the sole process of ensuring that all learners
share the same educational opportunities as their same-aged
peers.
 Literature would show that inclusion is providing all educational
services to students with disabilities in a general education
setting (Idol, 1997).
The UNESCO has made clear its stand on what educational systems
need to provide and according to the organization.

4. z
 Education is not simply about making schools
available for those who are already able to access
them. It is about being proactive in identifying the
barriers and obstacles learners encounter in
attempting to access opportunities for quality
education, as well as in removing those barriers and
obstacles that lead to exclusion. (UNESCO, 2016,
p.5).
WHAT IS INCLUSION?

5. z WHAT ARE THE BARRIERS IN
ATTEMPTING TO ACCESS QUALITY
EDUCATION?
These barriers may be classified as:
 ATTITUDINAL BARRIERS
 ENVIRONMENTAL BARRIERS
According to the 2011 World Report on Disabilities (World Health
Organization 2011), ENVIRONMENTAL BARRIERS include;
inaccessible policies, information & service delivery provisions
while ATTITUDINAL BARRIERS include; negative attitudes,
negative imagery, and language, stereotypes, stigma, and
discrimination.

6. z
 Higher expectations for student learning (Jorgensen, McSheehan,
& Sonnenmeier, 2007)
 Heightened engagement, affective demeanor, and participation in
integrated social activities (Hunt, Farron-Davis, Beckstead, Curtis,
& Goetz, 1994)
 Improved communication and social skills (Beukelman & Mirenda,
2005; Fisher & Meyer, 2002; McSheehan, Sonnenmeler, &
Jorgensen, 2009; Soto, Muller, Hunt, & Goetz, 2001)
 More satisfying and diverse social relationships (Guralnick, Connor,
Hammond, Gottman, & Kinnish, 1996)
RESEARCH STUDIES THAT HIGHLIGHTS
THE RESULTS OF IMPLEMENTING
INCLUSION WITHIN THE CLASSROOM
SETTING

7. z
 Better academic outcomes in the areas of literacy and mathematics
(Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, &
Theoharis, 2013; Dessemontet, Bless, & Morin, 2012; Kurth &
Mastergeorge, 2010; Ryndak, Alper, Ward, Storch, & Montgomery,
2010; Ryndak, Morrison, & Sommerstein, 1999)
 Lesser absences from school and referrals for disruptive behavior
(Helmstetter, Curry, Brennan, & Sampson-Saul, 1998)
 Achievement of more IEP goals (Brinker & Thorpe, 1984)
 Enhanced adult outcomes in the areas of post-secondary
education, employment, and independence (White & Weiner, 2004)
RESEARCH STUDIES THAT HIGHLIGHTS
THE RESULTS OF IMPLEMENTING
INCLUSION WITHIN THE CLASSROOM
SETTING

8. z
 Inclusion is not just seen as an
advantage to people with disabilities,
but also to those without disabilities.
This is reflected in the findings of the
following research articles:

9. z
 Developed Friendship, Leadership Skills, and Social Competency
(Geisthardt & Munsch, 1996)
 Reduced Fear of Human Differences accompanied by Increased
Comfort and Awareness (Peck, Carlson & Helmstetter, 1992)
 Positive Growth in Social Cognition (Murray-Seegert, 1989)
 Increased Academic Achievement, Assignment Completion, and
Classroom Participation (Cushing & Kennedy, 1997)
 Improved Attitudes towards Diversity (Flinke, McNaughton & Drager,
2009)
 Unique Opportunities for Learning Prejudice and Equity (Fisher, Sax &
Jorgensen, 1998)

10. z
INCLUSION (INCLUSIVE EDUCATION)
IN THE PHILIPPINES
 In the Philippines, the practice of inclusion is being implemented by
general education teachers. However, studies reveal that these
teachers seem to have difficulties in its implementation.
 Muega and Echavia (2011) report that general education teachers
are not prepared to handle students with disabilities in their classes
due to the fact that there was no mandatory course or training in
both their in-service and pre-service teacher education institutions.
 On another study done in the pre-service level, Bustos, et.al. (2012)
revealed that having one course on Special Education helps pre-
service teachers improve their attitudes towards inclusion, but this
course nonetheless was not effective in equipping them with
strategies in handling inclusion in the regular classrooms.

11. z
 The latest educational reform in the country have
focused on the inclusion of students with
disabilities in the general education settings. The
Policy Guidelines on the K to 12 Basic Education
Program, or the DepEd Order no. 21, s. 2019 for
instance, integrates inclusive education in the K to
12 curriculum, making inclusive education its core
principle.
INCLUSION (INCLUSIVE EDUCATION)
IN THE PHILIPPINES
Through this policy, an inclusive education framework was adopted to provide
access and participation to diverse learners.

12. z
DEPED ORDER NO. 21, S. OF 2019
 DepEd Order No. 21, 2019 is a Department of Education document
that sets guidelines for the implementation of the government-
funded Free Senior High School (FSHS) program.
 The aim of the FSHS program is to provide accessible and quality
education for senior high school students, and to bridge the gap
between basic education and higher education.
 The order emphasizes a holistic and integrated approach to
education that focuses on cognitive, social, emotional, and creative
skills, and stresses the importance of a collaborative approach to
education, engaging with relevant stakeholders to ensure the
successful implementation of the FSHS program.

13. z
DEPED ORDER NO. 21, S. OF 2019
 The FSHS program is a government-funded program that provides
universal access to senior high school education.
 It aims to bridge the gap between basic education and higher
education, and to equip students with the necessary skills and
knowledge for college, the workplace, and entrepreneurship.
While K-12 is the official curriculum framework for basic education, the
FSHS program is a key strategy for implementing K-12 and ensuring
that students receive accessible and quality education, including in the
senior high school level.

14. z