inclusive education

1. VISION, POLICY, GOAL AND
OBJECTIVES OF SPECIAL EDUCATION
EDU 06

2. AT THE END OF THE CHAPTER, THE
STUDENTS SHOULD BE ABLE TO:
1. IDENTIFY THE DIFFERENT CATEGORIES OF CHILDREN AND
YOUTH WITH SPECIAL NEEDS;
2. EXPLAIN THE VISION FOR CHILDREN WITH SPECIAL NEEDS;
3. DISCUSS THE POLICY OF INCLUSIVE EDUCATION FOR ALL;
4. ENUMERATE THE GOAL AND OBJECTIVE OF SPECIAL
EDUCATION;
5. CITE IMPORTAMT EVENTS RELEVEANT TO THE
IMPLEMENTATION OF SPECIAL EDUCATION;
6. DISCUSS THE LEGAL BASE S IF SPECIAL EDUCATION ION THE
COUNTRY.

3. VISION FOR CHILDREN WITH SPECIAL
NEEDS
• THE STATE , COMMUNITY AND FAMILY HOLD A
COMMON VISION FOR THE FILIPINO CHILD WITH
SPECIAL NEEDS. CHILDREN WITH SPECIAL NEEDS
SHOULD BE ADEQUATELY PROVIDED SPECIAL
EDUCATION.
• THE CHILDREN WITH SPECILA NEEDS WILL GET FULL
PARENTAL AND COMMUNITY SUPPORT FOR HIS/HER
EDUCATION WIHTOUT DISCRIMINATIUON OF ANY
KIND.

4. POLICY, GOAL AND OBJECTIVES
OF SPECIAL EDUCATION
The policy on the Election for All is adopted in the
Philip to accelerate access to education among
children and youth with special Inclusive education for
an integral component of the overall educational that
is committed to an appropriate education for all
children and youth with special needs.

5. POLICY, GOAL AND OBJECTIVES
OF 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.

6. Special education aims to:
1. provide a flexible and individualized support system for children and youth with
special needs in a popular class environment in schools nearest the students' home.
2. provide support services, vocational programs and work training employment
opportunities for efficient community participation and independent living
3. Implement a life-long curriculum to include early intervention and parent education,
basic education and transition programs on vocational training or preparation for
college, and;
4. 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; alternative modes of service delivery to reach the disadvantaged
children in far-flung towns, depressed areas and underserved barangays.

7. HISTORICAL PERSPECTIVE
1902- the interest to educate Filipino children with disabilities was
expressed.
Mr. Fred Atkinson – General superintendent of education.
he proposed that children with deaf and blind should
be enrolled in school like the other children.
Mr. David Barrows – Director of Public Education, worked for establishment
the Insular School for the Deaf and Blind.
Ms. Delight Rice – American Educator, the first administrator and teacher of
special education.

8. SPECIAL EDUCATION PROGRAMS AND
SERVICES
Many of the things we need can wait
The child cannot.
Right now is the time.
His bones are being formed
His blood is being made
And his senses are being developed.
To him, we cannot answer “
Tomorrow. His name is 'Today.
Gabriela Mistral
Nobel Prize Laureate, Chile

9. To the Course Professors and Students:
• This chapter is introduced through a quotation
that implies the urgency of providing education
to all Filipino children. For children and youth
with special needs, the urgency is shown through
the discussions on the prevalence of this group.
This is followed by the descriptions of the
different special education programs and services
with emphasis on inclusive education, its
definition, salient features and support services.

10. At the end of the chapter, the students
should be able to:
• 1. Define the following terms: prevalence, identifiable prevalence, true
prevalence, incidence;
• 2. Compare the prevalence estimate of children with special needs done
by the UNICEF and the world health organization;
• 3. Explain the figure on the true prevalence of Filipino children and youth
with special needs;
• 4. Describe the different special education programs and services offered
by the Philippine public and private schools or institutions and cite
examples for each;
• 5. Discuss the definition of inclusive education and its salient features, and
• 6. Enumerate the support services extended to children with special
needs.

11. Special Education Division of the
Bureau of Elementary Education
is in-charge of all the programs and services in the
country. It has the following functions:
(1) formulate policies, plans and programs;
(2) develop standards of programs and services;
(3) monitor and evaluate the efficiency of programs and
services;
(4) conduct in-service training programs to upgrade the
competencies of special education administrators,
teachers and ancillary personnel; and
(5) establish and strengthen linkages and networks.

12. Prevalence of Children and Youth with
Special Needs
Prevalence
-refers to the total number of cases of a
particular condition, in this chapter, those with
exceptionality (giftedness and talent) and
developmental disabilities and impairments.

13. Identifiable prevalence
-refers to the cases that have come in
contact with some systems.
true prevalence
- assumes that there are a larger
number of children and youth with
special needs who are in school or in the
community who have not been identified as
such and are not in the special education
programs of the Department of Education.

14. • The 1997 UNICEF report on the Station Analysis
of Children and Women in the Philippines
indicates that the mean percentage of persons
with some types of disabilities is 13.4 per one
thousand population. This means that 134 out of
1.000 persons have certain disabilities. For every
million of the population, 10,720 have certain
disabilities. In the projected population of eighty
(80) million, more than eight and a half million
have disabilities.

15. The distribution of the different categories of
exceptionalities and disabilities among children is as
follows:
1. 43.3% have speech defects
2. 40.0% are mute
3. 33.3% have mental retardation
4. 25.9% are those without one or both arms
or hands
5. 16.4% are those without one or both legs or feet
6. 16.3% have mental illnesses
7. 11.5% are totally deaf
8. 11.4% are totally blind

16. `
PHILIPPINE POPULATION
ADULTS 40M C HILDREN AND YOUTH 0-24 YRS OLD CHILDREN WITH DISABILITIES GIFTED/TALENTED

17. SPECIAL EDUCATION ENROLMENT DATA IN
PUBLIC AND PRIVATE SCHOOLS
CATEGORIES NO. OF CHILDREN
1. GIFTED AND FAST LEARNERS 77,152
2. WITH LEARNING DISABILITIES 40,260
3. WITH MENTAL RETARDATION 12,456
4. WITH HEARING IMPAIRMENT 11,597
5. WITH AUTISM 5,172
6. WITH BEHAVIOR PROBLEMS 5,112
7. WITH VISUAL IMPAIRMENTS 2,670
8. WITH SPEECH DEFECTS 917
9. WITH ORTHOPEDIC IMPAIRMENTS 760
10 WITH SPECIAL. HEALTH PROBLEMS 142
11 WITH CEREBRAL PALSY 32
WITH DISABILITIES = 79,118
GRAND TOTAL = 156,270

18. Range of Special Education Programs and
Services
• An array of special education programs and services are available in the country.
These are offered by public schools and private institutions as:
1. SPECIAL EDUCATION CENTER - is a service delivery system which operates on
the "school within a school concept. The SPED Center functions the base for the
special education programs in a school. A SPED principal administers the Center
following the rules and regulations for a regular school. The special education teachers
manage special or self-contained classes, mainstreaming, tutorial and mentoring
resource room services, assessment, parent education, guidance and counseling and
advocacy programs to promote the education of children with special needs in regular
schools.

19. Range of Special Education Programs and
Services
2. SPECIAL CLASS - is the most popular type among
the special education program. A special class is
composed of pupil with the same exceptionality or
disability. The special education Teacher handles the
special class in the Special Education Center of
resource room self-contained class.

20. 3. INTEGRATION AND MAINSTREAMING PROGRAMS - have
allowed children and youth with disabilities to study in regular
classes and learn side by side with their peers for the last forty
years. Integration was the term used earlier.
MAINSTREAMING- is a term used, when it is no longer
unusual to find blind, deaf and even mentally retarded students
participating in regular class activities at certain periods of the
school day.

21. TWO TYPES OF MAINSTREAMING
PARTIAL MAINSTREAMING
- children who have moderate or severe forms
of disabilities are mainstreamed in regular classes in
subjects like Physical Education, Home Technology,
and Music and Arts.

22. TWO TYPES OF MAINSTREAMING
FULL MAINSTREAMING
-children with disabilities are enrolled in regular
classes and recite in all the subjects.

23. SPECIAL DAY SCHOOL
-swerves on or more types of disabilities.
Examples:
• SOUTHEAST ASIAN SCHOOL FOR DEAF (SAID).
• ST. JOHN MARIA VIANNEY SPECIAL SCHOOL FOR THE
MENTALLY RETARDED.

24. Residential school
- Provides both special education and dormitory services for its
students.
Curricular Programs
• House parent services
• Diagnostic services
• Guidance and counseling
• Recreation
• Social activities

26. INCLUSIVE EDUCATION FOR THE
CHILDREN WITH SPECIAL NEEDS
• 1994- CONFERENCE ON SPECILA NEEDS
EDUCATION.
• 1984- UNIVERSAL DECLARATION OF HUMAN
RIGHTS.
• 1990- WORLD CONFERENCE ON EDUCATION
FOR ALL.
• 1997- DEPARTMENT OF EDUCATION ADOPTED
THE POLICY OF INCLUSIVE EDUCATION.

28. WHAT IS INCLUSIVE EDUCATION?
• INCLUSION – describes the process by which a
school accepts children with special needs for
enrolment in regular classes where they learn
side by side with their peers.

29. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION MEANS IMPLEMENTING OR
MAINTAINING WARM AND ACCEPTING CLASS
ROOM COMMUNITIES THAT EMBRACE AND
RESPECT DIVERSITY OR DIFFERENCES

30. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION MEANS IMPLEMENTING OR
MAINTAINING WARM AND ACCEPTING CLASS
ROOM COMMUNITIES THAT EMBRACE AND
RESPECT DIVERSITY OR DIFFERENCES

31. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION IMPLEMENT A MULTILEVEL,
MULTIMODALITY CURRICULUM

32. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION PREPARES REGULAR TEACHERS
AND SPECIAL EDUCATION TEACHERS TO
TEACH INTERACTIVELY.

33. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION PROVIDES CONTINOUS SUPPORT
FOR TEACHERS TO BREAK DOWN BARRIERS OF
PROFESSIONAL ISOLATION.

34. HERE ARE SOME COLLABORATIVE
ACTIVITIES TAKES PLACE IN THE
REGULAR CLASSROOM
1. IF THE CLASS IS DISCUSSING ACTIVITIES ON SAVING
THE ENVIRONMENT, THE DEAF STUDENT CAN WORK
ON COLLAGE OF PICTURE ON THE TOPIC.
2. PROMPTS OR CUES ARE ADDED TO LEARNING TASKS
TO ASSIST CHILDREN WITH MENTAL RETARDATION
IN TASK PERFOMANCE.

35. Support Services for Children with
Special Needs
• At least two types of support services are extended to
children with special needs:
1. While the SPED program can implement only the screening
and informal assessment so that the child can be enrolled in
the program as early as possible, referral services are
solicited from medical and clinical specialists as soon as
possible.

36. Some of the specialists are:
• Clinical Psychologist, School Psychologist, Psychometrician for psychological
testing.
• Medical Doctor and Dentist for a general check-up of all children Ophthalmologist
for all children especially those with blindness and low vision.
• Otologist or Otolaryngologist for all children especially those with hearing loss,
deafness, language and speech disorders.
• Neurologist and Child Psychiatrist for children with mental retardation, learning
disabilities and emotional behavioral disorders
• Speech Therapist for all children with language and speech problem
• Physical and Occupational Therapist for all children especially those with physical
disabilities.
• Interpreter for the dead who communicates verbal activities to deaf children through
speech reading, sign language and gesture.
• Orientation and Mobility Instructor who teaches independent travel techniques to
blind children.

37. Support Services for Children with
Special Needs
2. Assistive devices are specialized instructional and
learning materials and equipment that enable children
with special needs to function efficiently.

38. Some of the assistive devices are:
• For blind students: braille writer, Braille slate and stylus, braille books, braille watch,
braille ruler and tape measure, braille calculator, arithmetic slate, computer with voice
synthesizer, embossed materials, manipulative materials, talking books, tape recorder,
braille paper.
• For low vision students: large print books, large print typewriter, magnifying lenses,
Grade I lined pad paper:
• For deaf students: individual hearing aid, sign language book, speech kit, wall mirror,
speech trainer, group hearing aid;
• For children with mental retardation: teacher-made materials specific to the
Individual Education Plan (IEP) on the functional curriculum and adaptive behavior
skills, and
• For children with physical disabilities: mobility devices such as wheelchair, braces
and splints; adjustable desk, table and chair, communication aids for clear speech,
adapted computer system.