FOUNDATION OF SPECIAL AND INCLUSIVE IDEA 2004

EDUCATION (PRELIM)
A national law that guarantee an appropriate education to
LESSON 1: DEFINITION GOALS AND SCOPE OF students with disabilities, recognize 12 disability
SPECIAL AND IMCLUSIVE EDUCATION categories.
UNESCO (2005) – Inclusion is a dynamic approach of IEP (Individualized Education Program)
responding positively to pupil diversity and of seeing
Plan to help kids succeed in school
individual differences not as problems but as
opportunities for enriching learning. It incorporates It describes the goals the team sets for a child during the
disabled students who have special education needs into school year as well as any special support needed to help
the regular education movement. achieve them.
What is Inclusive Education? LODEN’S DIVERSITY WHEEL
It is the pedagogical practice founded on the philosophical A model that pointed to what is core to our social
belief that all students, irrespective if abilities and identities, the ways in which people derive a sense of self
disabilities have the right to obtain education together, when identifying with our certain groups.
according to age that everyone will profit from regular
school setting. – Gary Bunch An overview of the dimension of diversity that are present
and active in one’s workplace or environment.
Inclusive education is the practice of including another
group of students in regular classroom, students with Why is it created?
physical, developmental or socio-emotional disabilities It has been adapted from Marilyn Loden’s Implementing
and those with health problems. – Cushner et al., (2006) Diversity.
Inclusive education means different and diverse students It was created too help initiate conversations about
learning side by side in the same classroom. similarities and differences that cross societal and cultural
What is special education? boundaries.

A practice of educating students in a way that addresses Four Layers of Diversity

their individual differences and special needs. Ideally, this 1. Personality
process involves the individual planned and 2. Internal
systematically monitored arrangement of teaching 3. External
procedures adapted equipment and materials and 4. Organizational levels
accessible settings.
The Two Dimension of Diversity
An instruction designed to meet the unique needs of
students with disabilities. These students can range from 1. Primary dimensions (can’t be changed)
partially to severe disabled. 2. Secondary dimensions (we have control)

Exceptional children & youth Three Types of Diversity

Those who receive special education services in the 1. Demographic Diversity

school • Gender
• Race
Learning with disabilities
• Sexual orientation
A general term for a diverse group of disorders
characterized by significant difficulties in the acquisition 2. Experiential Diversity
and use of listening, speaking, reading, writing, • Affinities
reasoning, or computing. These disorders stem from the • Hobbies
individual and may occur across the life span. • Abilities
Exceptionalities
3. Experiential
In K-12 refers to both disabilities and giftedness. • The different things we experience in our
lives
 THE AGENDA 2030 • Exemption of VAT on the following sale of goods
& services
“Philippine Laws for PWDs” (Pangalan & Litong,
• Inclusion of funeral services
2014)
Civil Service Commission MC No. 20, s. 2017 – express
BP 344 (1983) – Accessibility Law
lanes for PWDs in all commercial & government
RA 7277 (1992) – Magna Carta for Disabled Persons establishments

• Equal rights & privileges of PWDs on RA 11228 (2019) – Amendment of RA 7277

employment, education, health,
• All PWDs shall be automatically covered by the
telecommunications, auxiliary social
National Health Insurance Program 9NHIP) of
services, accessibility, political, & civil
the PhilHealth & that the PhilHealth shall develop
rights.
exclusive packages for PWDs that will address
• Penalties for violations of law
their specific health & development needs.
ADMINISTRATIVE Order 35 (2002) – National
LESSON 3: MAKING A SCHOOL INCLUSIVE
Disability prevention & Rehabilitation (NPDR Week)
AND A UNIFYING FRAMEWORK
every 3rd week of July
A Unifying Framework in 2002, booth and Ainscow
Guidelines in the Admission of Students with Disabilities
in Higher Education and Post-Secondary Institutions in Aims to direct educational institutions towards
the Philippines (2004) developing their own next steps and action plans if they
want to restructure into becoming more inclusive. “it
RA 9442 (2007) – Amendment of RA 7277 (Privileges to
takes on the social model of disability as its starting point,
PWDs)
builds on good practice, and then organizes the index
• 20 % discount privileges to PWDs work around a cycle of activities which guides schools
• Change name from “Magna Carta for Disabled through stages of preparation, investigation,
Persons” to “Magna Carta for PWDs” development, and review.” (UNESCO 2005:30) a three-
• Added a clause o deliverance from public ridicule dimensional framework was created.
& vilification. Three Dimension of the Index (Booth & Ainscow,
NCDA Administrative Order No. 001, s. 2008 – 2002)
Guidelines on the Issuance of PWD ID Cards relative to 1. Creating Inclusive Cultures
RA 9442
2. Producing Inclusive Policies
RA 10070 (2010) – Amendment of RA 7277
(Implementation of Programs & Services for PWDs in 3. Evolving Inclusive Practices
evert province, city, & municipality – PDAO Law)
Things to Ponder!
RA 10366 (2013) – Accessible Polling Places for PWDs
These are interconnected and “chosen to direct thinking
& Senior Citizens
about school change” (2002:7)
Proclamation No. 688, s. 2013 – Declaring the Period of
Considered as the laying down and establishing of an
2013-20022 as the Philippine Decade of “Make the Right
inclusive culture.
Real” for PWDs.
The Dimensions and Sections in the Index
RA 10524 (2013) – Amendment of RA 7277 (Expanding
the Positions Reserved for PWDs) Dimension A: Creating Inclusive Cultures
• 1 % of all government agencies, offices, corps Section A.1. Building community
shall be reserved for PWDs
Section A.2. Establishing inclusive values
• Private companies with over 100 employees are
encouraged to reserve at least 1% for PWDs • Creates a secure, accepting, & stimulating
community, in which everyone is valued as
RA 10754 (2016) – An Act Expanding the Benefits &
the foundation for the highest achievements
Privileges of PWDs
of all.
 • It develops shared inclusive values that are terms & formalizing in a system for setting up inclusive
conveyed to all new staff, governors, and schools in ares where there are none to begin with ensues
parents/carers. uniformity, universality, consistency of implementation,
• The principles & values in inclusive school & eventual success of inclusion in the country. The
cultures, guide decisions about policies & following are some steps stakeholdres can take a create
moment to moment practice in classrooms, so inclusive cultures.
that school development becomes a
What Stakeholders can do?
continuous process.
• Set the parameters for inclusion
Dimension B: Producing Inclusive Policies
• Build key people
Section B.1. Developing the school for all
Section B.2. Organizing support for diversity

• This dimension make sure that inclusion

permeates all school plans.
• Policies encourage the participation of students &
staff from the moment they join the school, reach
out to all students in the locality, & minimize
exclusionary pressures.
• All policies involve clear strategies for change.
• Support is considered to be all activities which
increases the capacity of the school to respond to
student diversity.
• All forms of support are developed according to
inclusive principles & are brought together within
a single framework.
Dimension C: Evolving Inclusive Practices
Section C.1. Orchestra learning
Section C.2. Mobilizing resources

• This dimension develops school practices which

reflect the inclusive cultures & policies of the
school.
• Lessons are made responsive to student diversity.
• Students are encouraged to be actively involved
in all aspects of their education, which draws on
their knowledge& experience outside school.
• Staff identify material resources ad resources
within each other, students, parents/carers, &
local communities can which can be mobilized to
support learning & participation.
The right-based approach to educational programming
“insists that no right can exist without a corresponding
government obligation” (Van de Bruie-Balescut &
Sandkull 2005). Thus government and communities are
starting to understand how they are accountable to
children with additional needs in fulfilling their right to
education & providing access to quality education that is
also safe, welcoming, & inclusive. Leagally defining