values

1. ABeacon of Hope for Filipino
Public School Children
RA 11650 “An Act Instituting a Policy of Inclusion and Services
for Learners with Disabilities”and DO no. 23 series 2022, “Child
Find Policy for Learners with Disabilities towards INCLUSIVE
EDUCATION

3. INCLUSION
IS A RIGHT
,
NOT A
PRIVILEGE
FOR A
SELECTED
FEW

4. What Is
Inclusive
Education?
Every child has the right to quality
education and learning. –
UNICEF-
Inclusive education means all
children in the same classrooms, in
the same schools.
It means real learning
opportunities for groups who have
traditionally been excluded – not
only children with disabilities but
speakers of minority languages too.

5. INCLUSIVE
EDUCATION
also…
allows students of all backgrounds
to learn and grow side by side, to
the benefit of all.
Inclusive systems value the unique
contributions students of all
backgrounds bring to the classroom
and allow diverse groups to grow
side by side, to the benefit of all.

6. Scope of
Inclusive
Education
 At the school level, teachers must be trained,
buildings must be refurbished and students
must receive accessible learning materials.
 At the community level, stigma and
discrimination must be tackled and individuals
need to be educated on the benefit of inclusive
education.
 At the national level, Governments must align
laws and policies with the Convention on the
Rights of Persons with Disabilities, and
regularly collect and analyze data to ensure
children are reached with effective services.

7. Benefits for
Students
 Enable each student to fully participate
in the learning environment that is
designed for all and is shared with peers.
 Provide a positive climate, promote a
sense of belonging and ensure student
progress toward appropriate personal,
social, emotional, and academic goals
 Are responsive to individual learning
needs by providing sufficient levels of
support and applying student-centered
teaching practices and principles.

8. Importanceof
Inclusive
Education
Inclusive systems provide a better
quality education
Schools provide the context for a
child’s first relationship with the
world outside their families,
enabling the development of social
relationships.
Respect and understand the
students of diverse abilities and
backgrounds play, socialize, and
learn together.

9. LEGAL MANDATES

10. Magna Carta for Disabled Persons
(Republic Act 7277, 1995) “provides for
the rehabilitation, self-development and self-
reliance of disabled persons and their
integration into mainstream society.”
Policies and Guidelines in Special
Education (Revised,1997)
“The ultimate goal of special education shall be the
integration or mainstreaming of learners with special
needs into the regular school system and eventually
into the community. “ ncp

11. ’… “ the fundamental principle of inclusive
school is that all children should learn together,
wherever possible, regardless of any
difficulties or differences they may have”
(Handbook on Inclusive Education, 1999).
ncp

12. “Institutionalization of SPED
Programs in All Schools” –
there should be at least one
SPED Center organized in every
division and eventually in ALL
Schools.
ncp

13. ncp
“Inclusive Education As Strategy
for Increasing Participation Rate
of Children” – to address and
guarantee the right of children
with special needs to receive
appropriate education within
the regular or inclusive
classroom setting

14. RA11650
AnActInstitutinga
PolicyofInclusion
andServicesfor
Learnerswith
Disabilities
 This law states that all public schools
nationwide are required to identify
learners with special needs and provide
these learners with free basic and quality
education.
 It also mandates that all cities and
municipalities have at least one Inclusive
Learning Resource Center (ILRC).
 An ILRC is a physical or virtual center
that provides teaching and learning
support through appropriate, accessible,
and gender-sensitive materials.

15. RA 11650…
This is in line with the country's
efforts to eliminate barriers that
prevent learners from reaching
greater heights through accessible
and quality education.
This applies to all learners, with or
without disabilities.

16. DOno.23series2022,
“ChildFindPolicyfor
Learnerswith
Disabilitiestowards
INCLUSIVEEDUCATION
 It was issued containing the policy which
articulates the processes in ensuring that
learners with disabilities are identified,
located, and evaluated to facilitate their
inclusion in the general basic education
school system.
 The policy also aims to provide means for the
schools to monitor the implementation of the
Child Find Process and promotes
“cooperative advocacy for children with
disability and developmental delays among
stakeholders in the communities.”

17. DOno.23series
2022….
 The said policy was issued in adherence to the
Enhanced Basic Education Act of 2013 (Republic
Act No. 10533) Section 8 or the Inclusiveness of
Enhanced Basic Education designed to address
learners’ physical, intellectual, psychosocial, and
cultural needs.
 The policy, DepEd said, covers children, above the
age of five, diagnosed with disabilities or
observed to have developmental delays requiring
special education and related services in public
and private schools offering basic education,
including those in the Alternative Learning
System, the Muslim Education Program,
Indigenous Peoples Education, community
learning centers and Out of School Children/Out
of School Youth.

18. INCLUSIONINTHE
CONTEXTOFPHILIPPINE
EDUCATION

19. Philippine
Context…
A process by which schools attempt
to respond to all pupils as
individuals by reconsidering their
curricular organization and
provision
Schools build the capacity to accept
all pupils from the local
community thus reducing the need
to exclude pupils

20. Inclusioninthe
Philippine
Context
Education of students with
disabilities in a regular setting
under the responsibility of a
regular education teacher
with support services from the
SPED teacher and other
significant persons

23. CATEGORIESOFLEARNERS
FORINCLUSION

25. Children with
Learning
Disabilities

26. Children with
Visual Impairment
(the LowVision
andtheBlind)

27. Children with
hearing
Impairment

28. Children with
Autism

29. Children with
Intellectual
Disabilities

30. ROLE OF TEACHER
• Interaction with family
• Usage of a variety of instructional strategies.
• Addresses problems of the learner.
• To develop self-confidence.
• Provision of special facilities meeting personal needs.
• Recognition of hidden talents.
• Inculcate positive attitudes.
• Adaptation of authentic assessment.

32. TEACHING STRATEGIES FOR
INCLUSIVE EDUCATION
1.CO-OPERATIVE LEARNING.
2.PEER
TUTORING

33. MULTISENSORY TEACHING

34. BARRIERS IN INCLUSIVE
EDUCATION
➢ Negative approach
➢ Lack of physical facility
➢ Lack of fund
➢ Lack of trained teachers
➢ policy makers
➢Poor organisation of
education system
➢ curriculum

35. Model 1: Regular Schools with Special
Education (SPED) Center as Resource
Center for Inclusion
= “school within a school” concept
= assessment center that recommends
placement
= provides learning resources
= provides support services
Model 2: Regular Schools with trained
SPED teachers ncp

36. ncp
Full inclusion with the regular teacher
only
Full inclusion with both the regular and
SPED teacher
Inclusion with pull out program for the
special instruction from a SPED teacher or
other specialists
Combinations of the above

37. ncp
SPED Teacher Support/ Shadow
Teacher
Allied Medical Professionals
▪
▪
- Physical Therapist
- Occupational Therapist
-Speech Pathologist
Parents
Volunteers

38. ncp
Team teaching by the regular and SPED teacher
Supplementary/complimentary
instruction provided by the SPED
teacher/other specialist
Provision of specific support services

39. ILAW

40. IN LOCO
PARENTIS

41. LEAD STUDENTS TO BECOME A
BETTER PERSON

42. AKO AY TAGAPAYO

43. WILLING TO
SHARE...