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Ventura, Kenneth C. - Module 2 Reflection

This document discusses inclusive education in the Philippines. It was officially adopted in 1997 via the 1987 Philippine constitution. The Department of Education Order No. 72 from 2009 determines how inclusive education is practiced in basic Philippine education. While it has contributed to equality in education, there are still challenges teachers and students face with implementation. Some of these challenges include poverty, mindsets that see disabled education as a waste of time, and difficulties identifying students' individual needs without proper teacher training. The Philippines still has work to do to fully achieve inclusive education, including increasing ability to identify needs and building a sense of belonging for all.

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Kenneth Ventura
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69 views

Ventura, Kenneth C. - Module 2 Reflection

This document discusses inclusive education in the Philippines. It was officially adopted in 1997 via the 1987 Philippine constitution. The Department of Education Order No. 72 from 2009 determines how inclusive education is practiced in basic Philippine education. While it has contributed to equality in education, there are still challenges teachers and students face with implementation. Some of these challenges include poverty, mindsets that see disabled education as a waste of time, and difficulties identifying students' individual needs without proper teacher training. The Philippines still has work to do to fully achieve inclusive education, including increasing ability to identify needs and building a sense of belonging for all.

Uploaded by

Kenneth Ventura
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Pangasinan State University

Bayambang Campus
College of Teacher Education
Bayambang, Pangasinan

Name: Kenneth C. Ventura Course/Yr. & Section: BSE Mathematics I-1 Date:_________

Module 2: Inclusive Education in the Philippines

In 1997, the inclusive education was officially adopted as a feasible educational alternative
via 1987 Philippine Article 14, Sections 1 and 2. So far, the practice of inclusive education in the
Philippine basic education is determined by Department of Education Order No. 72, s. 2009. The
implementation of inclusive education in the Philippines had greatly contributed to the application
of equality in the field of education. However, we can’t deny the fact that there are challenges that
teachers and students have experienced in implementing it. Nonetheless, it gives a constructive
meaning for equal opportunity to learn.

The implementation of inclusive education in the Philippines have open several doors of
opportunities for all who are traditionally excluded. They are given the equal chance to proper and
good education with the sense of authentic belongingness. Amidst of the things that differ us from
each other, we have the right to be included in the said institution. Moreover, mainstreaming
program is one model of inclusive education in the Philippines. It includes students with disabilities
within the traditional classrooms while giving them the same opportunities as other students.
However, there are challenges thar are experienced by both the teachers and students on the
implementation of inclusive education. Here are some of these challenges: First, the poverty and
mindset. Philippines is a developing country, and many Persons with Disabilities (PwD) are living
in poverty. Many were forced to stop their classroom education because they could no longer
afford the fees mandated by the school. There are some who thinks that spending money to
attend a class is just a waste of time. Thus, it might be inclusive or not, family support still matters
on the chance of a disabled person to finish school; Additionally, it is identifying the individual’s
needs. Recognizing their needs based on what they are lacking in their physicality might seems
easy, but to further identify their needs looking from different sides of their aspects may seems
hard to point out. Not all teachers are capable to do that in an instant. It takes time and a good

PANGASINAN STATE UNIVERSITY 1


relationship with them to identify their real needs. In that case, teachers need to undergo
professional trainings and seminars related to special education and inclusive education
programs.

The Philippines still has a lot of work to do regarding inclusive education. It is one of the
reasons why we need to further increase our ability to identify one’s needs. We must keep working
together to build an environment where no one can’t feel the authentic sense of belongingness.
We may be far from reaching that, but it is fine to take one step at a time.

PANGASINAN STATE UNIVERSITY 2

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