Integrating Policies on Inclusive Education (PDF)

***[Integrating Policies on Inclusive and Equitable Quality Education]*** WHAT IS INCLUSIVE EDUCATION? -INCLUDES ALL **Inclusive Education is the education of:** - The gifted and talented children - Learners with disabilities - Learners of the Madrasa curriculum - Indigenous People -...

***[Integrating Policies on Inclusive and Equitable Quality Education]*** WHAT IS INCLUSIVE EDUCATION? -INCLUDES ALL **Inclusive Education is the education of:** - The gifted and talented children - Learners with disabilities - Learners of the Madrasa curriculum - Indigenous People - Learners in difficult circumstances ***Learners in Different Circumstances*** -Geographical Location -Chronic Illness - Abuse - Displacement---(armed conflict, resettlement, disaster) ***PHILOSOPHICAL BASIS OF INCLUSIVE EDUCATION*** - We are all made into the image of God and so are all clothed with equal dignity. - Equal in Worth/ Value. ***Legal Basis of Inclusive Education*** - 1946 - Universal Declaration of Human Rights states : "every one has the right to education." - Art. 26 - 1979 -- Elimination of all Forms of Discrimination Against Women ( UN International Convention , 1979) - 1989 - " every child has a right to education" without discrimination. (Article 28 of the Convention on the Rights of the Child , 1989 ) - 1990 - Meet the learning needs of ALL children, , youth and adults World Declaration on Education for ALL ( EFA) Jomtien, Thailand, 1990 - 1994- Salamanca Statement and Framework for Action , paragraph 3  - **Schools should accommodate ALL** children , regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. ( The Convention on the Rights of the Child, in Salamanca , Spain , 1994)  - 2007 - Art. 14 - The United Nations Declaration on the Rights of Indigenous Peoples ( 2007) - Indigenous individuals , especially children, have the right to all levels of forms of education of the State without discrimination... where possible in their own culture and provided in their own language - 2009 Inclusive Education is : \- Putting the right education into action \- by including ALL learners -Respecting their diverse needs, abilities and characteristics -Eliminating all forms of discrimination in the learning environment ( UNESCO, 2009) ***SDG'S 2030*** 2015 - Inclusive education is SDG 4 of the Sustainable Development Goals ( SDGs) of 2030 -- UN Summit , 2015. SDG 4 -- Ensure inclusive and equitable quality education and promote lifelong opportunities for all. ***Legal Basis of Inclusive Education in the Philippines*** ***-RA 11650 - signed into law on March 11, 2022***- An Act Instituting a Policy on INCLUSION and SERVICES FOR LEARNERS WITH DISABILITIES in support Of INCLUSIVE Education. -RA 8980 (ECCD Act)- The system (ECCD) shall promote the inclusion of children with special needs and advocate respect for cultural diversity. ( Sec 1.) ***DEPED'S RESPONSE*** \*DepEd Order 72 s. 2009 - Inclusive Education as a Strategy for Increasing Participation Rate for Children Guarantees the right for these children to receive appropriate education within the regular or inclusive e-classroom setting. **Programs Options for DepED** 1\. Self-contained class for children with similar disabilities which can be mono-grade or multi-grade handled by a trained SPED teacher. 2.Inclusion of the child with disabilities in the regular class where he/she learns with his peers under a regular teacher and /or a SPED-trained teacher who addresses the child's needs. ***Inclusive Education- DepEd*** -**ALS- ( Alternative Learning System) Former non-formal education(NFE)** - A parallel learning system in the Philippines that provides opportunities for out-of-school youth and adult ( OSYA) learners to develop basic and functional literacy skills and access equivalent to complete basic education -**ALIVE( Arabic Language and Islamic Values Education) and Madrasa Education** -- provided in public and private schools within the context of Muslim culture, customs, traditions and interests. Through the integration of Arabic Language and Islamic Values Education (ALIVE) in the basic education curriculum -**IPED( Indigenous Peoples' Education**)- Make the curriculum culturally responsive.Build the capacity of teachers, school heads in implementing culture-based education. Support the development of culturally appropriate learning resources and learning environment responsive to specific context of IP learners -SPED Alternative Delivery Modes (ADM) : FORMAL SYSTEM **-Open High School System**- - DepEd Order 46 s. 2006. Alternative mode of delivering secondary education for both public and private high schools. Puts premium on independent, self-pacing and flexible study. Reach learners who are unable to start or complete secondary education due to problems of time, distance, physical impairment , financial difficulties, social or family problems. **-MISOSA( Modified In-School Off-School Approach)** -Subdividing congested classes ( with more than 50 students)into an IN-School group with classroom and subject teachers and an Off-School Group with para- or volunteer teachers. **-e --IMPACT (Enhanced Instructional Management by Parents Community and Teachers)-** Technology-enhanced ADM that addresses issues in accessibility, prolonged learner's absence ; learners learn through modules with the support of fellow learners , family members and the community. **Alternative Delivery Modes- Distance Learning ( PANDEMIC)** -Use Modules- print/digital -TV- Radio-based Instruction-video lessons/radio scripts \- Online distance learning through technologies using the Internet -Blended learning -face-to-face with any or mix of modular distance learning, online distance learning, tv-radio-based instruction -Homeschooling -facilitated by qualified parents , guardians, tutors **CHED's Response to Inclusive Education** -CMOs 74-80, 82 s. 2017 Teacher Education Curriculum , 2017 -3- unit professional education course -Foundation of Special and Inclusive Education **Foundation of Special and Inclusive Education** -philosophies, theories, and legal bases of special needs and inclusive education \- strategies in teaching and managing these learners in the regular class **CMO 2 s. 2019** -Integration of Indigenous People's ( IP)Studies/ Education Into the Relevant Higher Education Curricula -Integrate IP studies in related subjects -Offer IP Studies as an elective subject -Offer IP Studies as a degree program / area of specialization **Project FORTH ( Formation of Teachers Teaching in Challenged Areas )** -A Ed major in Teaching in Challenged Areas ( Academic track) -CMO 15, s. 2019 -Offered by PUP, WVSU, Univ of St. La Salle- Bacolod **6 MODULES** 1.Understanding the Context of Challenged Areas 2.Profile of a Teacher in Challenged Areas: Motivation and Relevance 3.Creating an Inviting and Workable Learning Environment 4\. Teaching and Learning and Assessment 5\. Creating Relevant, Accessible and Innovative Teaching Materials in Challenged Areas 6\. Collegial Teaching and Learning Community among Colleagues and Stakeholders **How to Integrate Policies on Inclusive and Equitable Quality Education** -SLU Experience **Inclusive Practices Shared by SLU** **-Employment and Student Admission** Employs persons with special needs including non-Catholics Admits students with special learning needs **-Facilities** Facilities are accessible to persons with disabilities ( building ramps, elevators, CRs for persons with disabilities **-Guidance Center** holds meetings with teachers to ensure that students with special learning needs are provided with the necessary help. **-Employees' Orientation on Inclusive Education for both non-teaching and teaching employee** **-Provides teacher training on inclusive education to teachers and students of SLU and other schools in the region** **-Develops learning materials for students with special needs** **-Provides mentoring for students with special needs** ***[Integrate Policies on Inclusive and Equitable Quality Education]*** ***CURRICULUM -** Integrate policies on inclusive and equitable quality education in the professional education subjects**[.]*** ***Suggested Courses:*** *1) The Teacher and the School Curriculum* *2)The Teacher and the Community , School Culture and Organizational Leadership* *3) Facilitating Learning -teaching-learning delivery modes to enhance learning* *[CURRICULUM -]* *Suggested Courses :* *TTL 1 and TTL 2- Support the development of culturally appropriate learning resources and learning environment responsive to specific. context of IP learners.* *Bring back the 3-unit course Special Topics -* *Include Inclusive and Equitable Quality Education and other current issues* ***How to Integrate Policies on Inclusive and Equitable Quality Education*** ***CURRICULUM -*** ***Principles and Methods of Teaching*** ***Focus on Alternative Delivery Modes ( ADM)*** ***CPE-103-Foundation of CPE-103-FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION*** *This course deals with the philosophies, theories and legal bases of special and inclusive education, typical and atypical development of children, learning characteristics of students with special needs and practices in the continuum of special education.* ***Module 1 -- Definition, Goals, and Scope of Special and Inclusive Education*** *Objectives:* 1. *demonstrate an in-depth understanding of concepts related to special and inclusive education that promote supportive environments to diverse learners (like inclusion, integration, mainstream, transition, etc.) as indicated in the DepEd Inclusion Policy.* 2. *2. demonstrate knowledge of responsive special and inclusive education programs for diverse learners.* 3. *Compare and contrast Inclusive Education in the Philippines with that of International standards.* *Topic: A. Inclusive Education in the Philippines* *1. Definition of Inclusive Education* *2. Vision, Mission, and Goals of Inclusive Education* *3. Scope of Inclusive Education* 1. *Definition of Inclusive Education* *Inclusive Education means:* *-Reaching out to all learners.* *-Addressing and responding to diversity needs of children, youth and adults.* *-Involves changes and modification in content, approaches, structures and strategies.* *-Inclusive Education is about putting the right to education into action by including all learners, respecting their diverse needs, abilities and characteristics, and eliminating all forms of discrimination in the learning environment ( UNESCO, 2009).* *-Inclusive Education is the process of strengthening the capacity of the education system to reach out to all learners (UNESCO, 2017).* *Inclusive Education* *DepEd Order No. 21 s. 2019 also known as the Policy Guidelines on the K to 12 Basic Education Program:* *-as an Inclusive curriculum, it is learner-centered, developmentally appropriate, culture- sensitive, relevant, gender- responsive and contextualized.* *- Teachers: the primary implementers of inclusive education as they address the diverse needs of the learners.* 1. *Definition of Inclusive Education Philippine Inclusive Education* *Inclusive Education means: - a learning environment where children with and without disabilities are taught together as equals.* *-this approach is different to more traditional approaches to the education of children with disabilities that involve segregating CWD's into separate classes or even separate schools.* *INCLUSION MEANS:* *I- NTEGRATION* *N- ETWORKING* *C- COLLABORATION* *L- IVING, LEARNING, LOVING* *U-TILIZING ALL AVAILABLE RESOURCES* *S- UPPORT AND SOCIAL SERVICES* *I- MPLEMENTATION OF APPROPRIATE PROGRAMS* *O- RGANIZATION OF APPROPRIATE SERVICES* *N- ON STOP SERVICES TO ALL* ***Inclusive Education means providing for the diverse educational needs of :*** ***\*children and adults in remote areas*** ***\*working children or adults*** ***\*children or adults with disabilities*** ***\*children/adults in difficult circumstances because of their culture*** ***\* children with diseases such as HIV/AIDS*** ***\* children of migrant workers or OFW's*** ***\* street children*** ***\* indigenous children*** ***\* children affected by armed conflict*** ***Inclusive Education in the Philippines*** ***1. Children with disabilities (CWD's) who are in school** -- who are in schoolabout 101, 762 (2010- 2011)* *-Children with disabilities are still combating EDUCATIONAL INCLUSION* *-97.3 % of them are STILL UNREACHED* *-About 5,916 are MAINSTREAMED IN REGULAR CLASSES* ***2. Children of INDIGENOUS PEOPLES*** *- about 12-15 million across the country.* *\*They are spread in seven ethnographic areas with 117 ethno-linguistic groups.* *-Elementary schools : 639,483* *-Secondary :158,550 (2010-2011)* *3. **Muslim elementary and secondary pupils** -- 140, 570 are attending ALIVE (Arabic Language and Islamic Values Education) in public schools.* *4**. Street children** : about 246,000* *75% are children on the streets* *25% are children of the streets* *70% are boys* *5. Working children: are growing in number* *6. Number of abused children: being tracked down* *1.1 Special Education (SpEd)* *-classes or instruction designed for students with disabilities , giftedness and talents, apart from their same- aged peers. (Custodio, Nalipay 2021).* 1. *Special Education Needs* ***Equality-** it is where everyone is given the same support with the assumption that once all children are provided with the same opportunities, everyone of them were catered properly.* *However, Equality does not mean equity because every child is different.* *Equity- refers to fairness in every situation.* 2. ***VMGO of Inclusive Education*** ***Students** learn in a child-friendly, gender-sensitive, safe, and motivating environment.* ***Teachers** facilitate learning and constantly nurture every learner.* ***Administrators and staff**, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.* ***Family, community, and other stakeholders** are actively engaged and share responsibility for developing life-long learners.* *GOAL* *1. Inclusive education aims to mainstream students with special needs in a flexible learning environment for acquiring quality education that optimizes their potential for holistic development.* *This goal depends upon teachers who can attain inclusivity in the educational system by shaping positive values, providing knowledge, and developing the skills of exceptional students to cope with life\'s challenges* *2. Recognize and respect learners' rights to relevant and responsive to their contexts.* *"No learner should be left behind".* *B. Inclusive Education in Other Countries* *1. Individuals with Disabilities Education Act (IDEA), USA* *- a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.* ***-**The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 7.5 million (as of school year 2018-19) eligible infants, toddlers, children, and youth with disabilities.* *-Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services (under IDEA Part C ).* *-Children and youth ages 3 through 21 receive special education and related services (under IDEA Part B).* *IDEA-USA* *Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.* *In the law, Congress states:* *Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.* *Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.* *1. 158 countries/ members of the United Nations have adopted the UN Convention including the Philippines* *2. China 3. Singapore 4. Thailand 5. United Kingdom 6. Germany 7. Spain 8. USA* *9. Canada 10. Australia, etc* *THE BARRIERS OF INCLUSION OR INCLUSIVE EDUCATION* *-lack of adequately trained teachers* *-accessible buildings* *-peer support* *-challenging bullying* *-much more integration than inclusion* *-Philippines: lack of knowledge about inclusion or inclusive education and resources* *teachers are not trained*