EDUC-703.pdf

EDUC 703 children may receive alternative lessons or remedial teaching in separate classroom DEFINITION, GOALS, AND SCOPE OF SPECIAL INCLUSIVE EDUCATION — INCLUSIVE EDUCATION IN THE PHILIPPIN...

EDUC 703 children may receive alternative lessons or remedial teaching in separate classroom DEFINITION, GOALS, AND SCOPE OF SPECIAL INCLUSIVE EDUCATION — INCLUSIVE EDUCATION IN THE PHILIPPINES SPECIAL EDUCATION ➔ Special Education is “specially” designed MAINSTREAMING instruction to meet the unique needs and ➔ Allows children with disabilities to be abilities of exceptional students. placed in regular schools, but only if they ◆ Exceptional - unusual ; not typical can follow the mainstream curriculum ➔ An educational program/service designed to academically. meet the needs of children with special ➔ Mainstreaming does NOT require teachers needs who cannot profit from general or to adapt the curriculum or change their regular education because of disabilities or teaching methods exceptional disabilities ◆ exceptionality that have no impact ◆ general - affecting or concerning all on cognitive abilities or most people ◆ children with sensory impairment ◆ Regular/general education - the (Braille and hearing aids) educational experience of typically ◆ only a physical impairment developing children a way of dealing with things INCLUSION ➔ There is recognition of the necessity to APPROACHES TO EDUCATION FOR transform the cultures, policies and CHILDREN WITH practices in school to accommodate the EXCEPTIONALITIES differing needs of individual students, and ➔ Segregation an obligation to remove the barriers that ➔ Integration impede that possibility ➔ Inclusion SEGREGATION ➔ Children are classified according to their impairment and allocated a school designed to respond to that particular impairment. - “Whilst integration was the square peg struggling to fit the round holes, inclusion is a circle containing many different shapes and sizes, all interrelating with the whole, and with a caption reading, ‘Come in. We celebrate differences here. You can be yourself and not struggle to fit in.’” INTEGRATION GOALS AND OBJECTIVES OF ➔ Children with disabilities are placed in the SPECIAL EDUCATION IN THE mainstream system, often in special classes, or in a general classroom with no or PHILIPPINES inadequate adaptations and support; ➔ The ultimate goal of special education shall ➔ means placing students with (whatever) be the integration or mainstreaming of impairments in classrooms with their peers learners with special needs into the regular without disabilities. school system and eventually in the ➔ students often follow only the lessons that community. they can follow according to the teacher, ➔ Special education shall aim to develop the and for many academic subjects, these maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards By: AG 1  providing him with the opportunities for a programs. It shall encourage learning full and happy life. institutions to take into account the special ➔ The specific objectives of special education needs of disabled persons with respect to the shall be development and maximization of use of school facilities, class schedule, learning competencies, as well as the physical education requirements, and inculcation of values to make the learners other pertinent considerations. with special needs a useful and effective SEC. 13. ASSISTANCE TO DISABLED member of society. STUDENTS ➔ The State shall provide financial assistance RA 7277 MAGNA CARTA FOR to economically marginalized but deserving disabled students pursuing post secondary DISABLED PERSONS (1991) or tertiary education. Such assistance may be in the form of scholarship grants, student MAGNA CARTA loan programs, subsidies, and other ➔ Great Charter incentives to qualified disabled students in ➔ Charter: a formal statement of the rights of a both public and private schools. country’s people RA 7277 MAGNA CARTA FOR DISABLED RA NO. 10754 (2016) PERSON (1991) AN ACT EXPANDING THE BENEFITS ➔ An Act Providing for the Rehabilitation, AND PRIVILEGES OF PERSON WITH Self-Development and Self-Reliance of DISABILITY. Disabled Persons and their Integration into ➔ Provides that educational assistance shall the Mainstream of Society and for other be granted to PWDs for them to pursue Purposes. kindergarten, primary, secondary, ➔ Disabled persons are part of Philippine tertiary, post tertiary and vocational or society, thus the State shall give full support technical education, in both public and to the improvement of the total wellbeing of private schools, through the provision of disabled persons and their integration scholarships, grants, financial aids, into the mainstream of society. Toward subsidies and other incentives to qualified this end, the State shall adopt policies PWD, educational assistance support for ensuring the rehabilitation, books, learning materials, and uniform self-development and self-reliance of allowance to the extent feasible, provided disabled persons. It shall develop their that PWD shall meet the minimum skills and potentials to enable them to admission requirements. compete favorably for available ➔ The IRR of RA 10754 obligates DepEd, the opportunities. Commision on Higher Education and Technical Education and Skills TITLE 2: RIGHTS AND PRIVILEGES OF Development Authority (TESDA) to ensure DISABLED PERSON that all public and private schools, colleges CHAPTER 2: EDUCATION and universities are informed about the provision of educational assistance for CHAPTER II - EDUCATION persons with disabilities. (RA 7727, SEC.32; SEC. 12. ACCESS TO QUALITY IRR OF RA 10754, SEC 7) EDUCATION ➔ The state shall ensure that disabled persons SEC.14. SPECIAL EDUCATION are provided with access to quality ➔ The State shall establish, maintain and education and ample opportunities to support a complete, adequate, and develop their skills. It shall take appropriate integrated system of special education for steps to make such education accessible to the visually impaired, hearing impaired, all disabled persons. It shall be unlawful mentally retarded persons and other for any learning institution to deny a types of exceptional children in all regions disabled person admission to any course it of the country. Toward this end, the offers by reason of handicap or disability. Department of Education, Culture and ➔ The state shall take into consideration the Sports shall establish special education special requirements of disabled persons in classes in public schools in cities, or the formulation of educational policies and municipalities. By: AG 2  ➔ The National Government shall allocate ◆ inclusion of the Special Education funds necessary for the effective for Disabled (SPED) course in the implementation of the special education curriculum. program nationwide. Local government ➔ The National Government shall provide units may likewise appropriate counterpart these state universities and colleges with funds to supplement national funds. necessary special facilities for visually-impaired, hearing-impaired, SEC. 15. VOCATIONAL OR speech-impaired, and TECHNICAL AND OTHER TRAINING orthopedically-impaired students. It shall likewise allocate the necessary funds in PROGRAMS support of the above. ➔ The State shall provide disabled persons with training in civics, vocational efficiency, sports and physical fitness, and other skills. The Department of Education, INCLUSIVE EDUCATION/INCLUSION Culture and Sports shall establish in at least ➔ “is seen as a process of addressing and one government-owned vocational and responding to the diversity in the needs of technical school in every province a special all children, youth, and adults through vocational and technical training increasing participation in learning, program for disabled persons. It shall cultures, and communities, and reducing develop and implement sports and physical and eliminating exclusion within and from fitness programs specifically designed for education. It involves changes and disabled persons taking into consideration modifications in content, approaches, the nature of their handicap. structures, and strategies, with a common vision that covers all children of the SEC.16. NON-FORMAL EDUCATION appropriate age range and a conviction that it is the responsibility of the regular ➔ The State shall develop non-formal system to educate all children.” education programs intended for the total human development of disabled persons. It shall provide adequate resources for REPUBLIC ACT 11650 non-formal education programs and projects ➔ An Act Instituting A Policy of Inclusion and that cater to the special needs of disabled Services for Learners with Disabilities in persons. Support of Inclusive Education, Establishing Inclusive Learning Resource Centers of SEC.17. STATE UNIVERSITIES AND Learners with Disabilities in All Schools Districts, Municipalities and Cities, COLLEGES Providing for Standards, Appropriating ➔ If viable and needed, the State University Funds Therefor, and For other Purposes or State College in each region or province ➔ Approved: March 11, 2022 shall be responsible for ➔ Instituting a Policy of Inclusion and Services ◆ The development of material for Learners with Disabilities in Support of appliances and technical aids for Inclusive Education Act disabled persons; ◆ The development of training SECTION 4: DEFINITION OF TERMS materials for vocational ➔ Child Find System (CFS) refers to the rehabilitation and special education system of identification, location, and instructions; evaluation of all learners with disabilities ◆ The research on special problems, not more that twenty-four (24) years of age particularly of the visually-impaired, who are not receiving basic education hearing-impaired, speech-impaired, services for purposes of facilitating their and orthopedically-impaired inclusion into the general basic education students, mentally retarded, and system. multi-handicapped and others, and ➔ It likewise covers learners with disabilities the elimination of social barriers below five (5) years old who are not and discrimination against disabled receiving early education services and persons; and programs under Republic Act No. 10410: By: AG 3  ➔ Learners with Disabilities refer to learners and development of learners with in the general early and basic education disabilities; system who require additional support ➔ ILRC Personnel refers to all personnel who and related services and adoptive are considered qualified by the Department pedagogic method due to ther long or of Education (DepEd) to administer special short-term physical, mental, intellectual, or needs services as provided in this Act. sensory impairments which in interaction These include, but not limited to, guidance with various barriers may hinder their, full counselors, all persons who are qualified and effective participation in society on to teach sign language or Braille, an equal basis with others to develop them para-teachers, learning support aides, to their maximum capability. and other persons as may be qualified by ➔ Inclusive Education refers to the process of the DepEd to teach learners with disabilities addressing and responding to the diversity in the ILRC, CDC, a resource room, or of needs of all learners by moving towards inside or outside a classroom. the end goal of full participation, presence ➔ Multidisciplinary Team refers to a group of and achievement in learning cultures and health and allied health professionals communities, which involves who, through their specialized assessment, accommodation, modification, adaption, shall provide for the overall health and and individualization in content, well-being of learners with disabilities. approaches, structures, and strategies. ➔ Individualized Education Plan (IEP) ➔ Inclusive Education involves equitable refers to the systematic, purposive, and opportunities for learners with disabilities developmental educational programming to receive educational services, and the of curricular and instructional priorities and needed support and related services with contents designed to meet the educational their age- appropriate peer groups and, as requirements of a learner with disability far as practicable, in such schools or ILRCs and ensure mastery learning of skills and nearest their homes or residences, in order behaviors. to prepare them to live as fully functional ➔ Individualized Education Plan (IEP) members of society. includes the services to be provided and the ➔ Inclusion refers to a process where all duration and frequency of such services, learners, regardless of their background describes the learner’s present level of and abilities, are given an equal chance to performance, how the learner’s disabilities play, learn, and interact together in the same affect academic performance, and learning environment and the community. specifies accommodations and ➔ It is an approach where every learner is modifications. valued, supported, and given access to ➔ An IEP shall be designed to meet the equal opportunities and learning unique educational needs of a learner experiences within an Inclusive Learning with disability who shall receive Resource Center, CDC or school setting, and appropriate services, have real the community; opportunities for equality, and fully ➔ Inclusive Learning Resource Center of participate in the general education Learners with Disabilities (ILRC) refers to system and the community. a physical or virtual center that provides ➔ It shall likewise aim at developing the support and related services to teaching learner’s strengths and talents to achieve the and learning, using appropriate, accessible, greatest possible self-sufficiency and disability, linguistically, culturally, and independent living; gender sensitive instructional learning ➔ Related Services refer to provisions which materials, tools, devices, gadgets, and include, but not limited to, linguistic equipment to facilitate and enhance solutions for deaf learners’ concerns, learning, and assessment tools and speech-language pathology and audiology instruments, to evaluate developmental services, interpreting services, intervenor domains and specific areas of concern to services, psychological services, physical determine appropriate services and and occupational therapy, recreation, social placement decisions, with support and services, school health services, counseling, related services from medical, health, and rehabilitation, and other mental health allied professionals for care, rehabilitation, services, orientation and mobility services, medical services, and transportation By: AG 4  services, as may be required to assist a ➔ It shall recognize, protect, and promote learner with disability to fully enjoy the the rights of all learners with disabilities, rights and benefits from education including those belonging to ethnic, services. religious or linguistic minorities or persons ➔ Reasonable Accommodation refers to the of indigenous origin, to education based on necessary and appropriate modification equal opportunity, make such education and adjustments not imposing a compulsory and accessible to them by disproportionate or undue burden, where ensuring that no learner with disability is needed in a particular case, to ensure deprived of the right of access to an learners with disabilities the enjoyment or inclusive, equitable, and quality education, exercise on an equal basis with others of all and promote lifelong learning opportunities human rights and fundamental freedoms for them. including their right to quality education. ➔ The whole-of-community approach shall ➔ Special Needs Education refers to the be adopted for the inclusion of learners with customized instructional program or disabilities in the general education system service designed to meet the diverse needs and the community to facilitate collaborative of an individual learner with disability, action in and by the school community, the which may necessitate supplementary aids academe, and other stakeholders; public and services and teaching strategies in the or private, to foster the involvement and classroom or non-academic settings. participation of every sector, especially the organizations of persons with disabilities, SECTION 5: INCLUSION POLICY FOR the learners with disabilities, and their LEARNERS WITH DISABILITIES IN parents, guardians, and other members of their families. PUBLIC AND PRIVATE SCHOOLS ➔ Towards this end, the State shall encourage ➔ The policy of inclusion is hereby instituted learning institutions, including higher in all early and basic education schools, learning institutions and technical and both public and private. All schools, vocational institutions, to take into whether public or private, shall ensure consideration the diverse needs of equitable access to quality education to learners with disabilities with respect to every learner with disability, such that no the use of school facilities, class schedules learner shall be denied admission on the and physical education requirements, and basis of disability. promote and support their provision of ➔ For this purpose, the implementing rules services that will facilitate the learning and regulations shall provide the process of learners with disabilities. minimum services and conditions that ➔ The State shall further recognize the right of must be included in the admissions learners with disabilities to the highest systems and policies of all schools, attainable standard of health and to including , but not limited to, the provision facilities for the treatment of illness and of assistive devices, facilities and rehabilitation of health, and ensure that no infrastructure in the admission process, learner with disability is deprived of and other forms of reasonable protection and the right of access to such accommodation. health care and rehabilitation services. ➔ All learners with disabilities, whether ➔ The State likewise recognizes the vital role enrolled in public or private schools, shall of learners with disabilities in society as be accorded services and reasonable an integral part of national development accommodation based on the IEP and strategies. It shall accordingly guarantee shall have the right to avail of the their social protection, and facilitate their appropriate support and related services. active participation and inclusion in public, civic, and State affairs. SECTION 2: DECLARATION OF POLICY SECTION 3: OBJECTIVES ➔ It is the policy of the State to protect and ➔ To provide learners with disabilities free promote the right of all citizens to quality and appropriate public early and basic education at all levels and shall take education and support and related appropriate steps to make such education services based on their needs, and in accessible to all. By: AG 5  preparation for independent living and ➔ To provide parents or guardians of community life; learners with disabilities with information ➔ To provide learners with disabilities access and opportunities to actively participate to the general education system through in the determination of educational formal school systems, including the placement options and programs to enable implementation of alternative delivery them to make informed choices and modes, in accordance with the “United decisions; Nations Convention on the Rights of ➔ To train and equip all teachers, including Persons with Disabilities”, “UNESCO child development teachers and workers, Convention Against Discrimination in principals, administrators, non-teaching staff Education”, “The Incheon Strategy to of the school, sign language interpreters, Make, the Rights Real for Persons with parents, guardians, and care providers as Disabilities in Asia and the Pacific”, partners in the care, development, Republic Act No, 11510 or the “Alternative education, and advancement of learners Learning System Act”, and other specific with disabilities; rights and benefits under existing laws; ➔ To increase school retention and cohort ➔ To establish and maintain Inclusive survival of learners with disabilities; and Learning Resource Centers of Learners ➔ To establish an effective consultative with Disabilities in support of their mechanism that will actively involve inclusion in the general education system, learners with disabilities, when particularly to the formal school system as appropriate, and their representative provided in the Individualized Education organizations in the implementation of this Plan; ILRC Act and in resolving issues relating to it. ➔ To ensure that learners with disabilities develop their full potential toward ALL MEANS ALL self-sufficiency and become fully Not “a few”, or “some”, or “most”, or “almost participative members of society; everybody”. Not even “all except one”. ➔ To create significant and positive changes in Everyone! community orientation towards disability to ensure that learners with disabilities understood, appreciated, and respected for their differences by the member of their communities and by society in general; ➔ To further develop a system for identification, referral, and intervention for learners with disabilities; ➔ To identify, through a Child Find System, learners with disabilities ages three (3) to twenty-four (24), and infants and toddlers under the age of three (3), in compliance with Republic Act No. 10410, otherwise known as the “Early Years Act (EYA) of 2013”, ◆ Learners with disabilities — 3 - 24 years old ◆ Infants and toddlers— Under age of 3 ➔ To institutionalize the development, implementation, and review of the Individualized Education Plan for the quality education of learners with disabilities; ◆ Institutionalize - establish (something, typically a practice or activity) as a convention or norm in an organization or culture. By: AG 6