POSTER PRESENTATION with A SLOGAN

UN Convention on the Rights of the Child

This is an international agreement made in 1989 which advocates the protection of children and
the fulfilment of their rights. These rights are written in the following statements (www.ohchr.org):
The right
to The right
The right affection, to be
to love and among
adequate understan the first to
nutrition ding receive
The right The right
to learnand
to edical relief in to
be a care times protection
of
useful disasteragainst all
member forms of
of society The right to neglect,
and to special care, cruelty,
develop if disabled and
The right
indidivual
The right toexploitati
free
abilities
to be ons
education
brought The right and to full
up in a to enjoy opportunit
spirit of these y for play
peace rights, and
The right
regardless recreation
to a name
of race,
and
color, sex,
nationality
religion,
nationality
 Salamanca Statement and Framework
• The UNESCO Salamanca Statement was created and agreed
upon in Salamanca, Spain. In June 1994, representative of 92
governments and 25 international organizations formed the World
Conference on Special Needs Education (csie.org.uk/inclusion/unesco-
salamanca). Here are the statements (Tremblay, 2007):
1. Every child has a fundamental right to education;

2. Ever child has unique characteristics, interests, abilities, and learning needs;

3. Education systems should be designed and educational programs implemented to

meet these diversities among children;

4. Students with special needs must have access to regular schools with adapted
education;

5. Regular schools with an inclusive orientation are the most effective means of
combating and preventing discriminative attitudes and building up an inclusive
 Republic Act No. 7277 or the Magna Carta for Disabled Persons is an act
providing for the rehabilitation, self-development, and self-reliance of
disabled persons and their integration into the mainstream of society and for
other purposes. The act is anchored on the following principles:
a) Disabled persons are part of the Philippine society, thus the State shall give full support to the
Improvement of the total well-being of disabled persons and their integration into the
mainstream of society;

b) Disabled persons have the same rights as other people to take their proper place in society;

c) The rehabilitation of the disabled persons shall be the concern of the Government in order to foster
their capacity to attain a more meaningful, productive and satisfying life;

d) The State also recognizes the role of the private sector in promoting the welfare of disabled persons
and shall encourage partnership in programs that address their needs and concerns;
and

e) To facilitate integration of disabled persons into the mainstream of society, the State shall advocate for
and encourage respect for disabled persons.
Lesson 2: Education for All and the Right to Education
Learning Outcomes:
At the end of the lesson, you are expected to:
 Discuss DepEd Philosophy on Inclusion;
 Enumerate manifestations of the said philosophy with the actual
observations or programs or services; and
 explain how inclusion change the Philippine educational
landscape at all levels
Let’s Get Started! Photo Mosaic
Describe the learners in the images below.
Let’s Get Started! Photo Mosaic
Describe the learners in the images below.
Let’s Think About it!

How many learners with disabilities do you know? and what do they do?

Have you seen these individuals at any educational institutions?

What can you say about them learning and improving their skills along with
regular learners?

What makes this “getting-along, learning-along” possible?

Let’s Explore!
DepEd Philosophy on Inclusion
This is translated into “Children with special needs be adequately provided with basic education.” Its
vision states that “Children with special needs get full parental and community support.” In addition,
DepEd’s goal is to “provide children with special needs appropriate educational services.” The Department
of Education clearly states its vision for children with special needs in consonance with the philosophy of
inclusive education, as:

“The state, community, and family hold a common vision for the Filipino child
with special needs. By the 21st century, it is envisioned that he/she could be
adequately provided with the basic education. This education should fully
realize his/her own potentials for development and productivity as well as
being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.”
 Inclusive Education for All is implemented in the Philippines to improve access of education among children
and youth with special needs. This coincides the goal of special education programs of DepEd which is “to
provide children wth special needs appropriate educational services within the mainstream of basic education”
(Cabajes & Olandria, 2018).

1. Admit learners with special

needs

2. Inclusion of SPED Programs

for teacher training institutions

3. Facilities and equipment be

modified to ensure quality education
is
made accessible to learner with
special needs.
CMO 23, 2000
CHED Memorandum Order No. 23, series of 2000 entitled “Quality
Education for Learners with Special Needs” enforces the implementation of RA
7277 in higher education institutions. It urges higher education institutions to
(CHED Guidelines in the Admission of Students with Disabilities, 2009):
Students with
Learning Disabilities,
NCDE Guidelines in the Deaf and Hard of Autism Spectrum
Hearing Students Disorder, Attention
Admission of Students with Deficit/Hyperactivity
Disorder
Disabilities in HEIs in the
Philippines
This document serves as a
guide to HEIs in admitting Students with Students with Visual
Physical Disabilties Impairments
students with disabilities,
particularly:
Let’s Explore!
CMO 9, 2013
CHED Memorandum Order No. 9, series of 2013 was issued on April 19, 2013. It is entitled “Enhanced
Policies and Guidelines on Student Affairs and Services” which mandated CHED to “promote quality
education; take appropriate steps to ensure that education shall be accessible to all; and ensure and
protect academic freedom for the continuing intellectual growth, the advancement of learning and research,
the development of responsible and effective leadership, the education of high level profesionals, and the
enrichment of historical and cultural heritage.” The set of guidelines are aimed to set minimum standards on
student affairs and services among Higher Education Institutions (HEIs) in order to:
1. ensure proper balance between rights of educational institution and student rights:
2. improve the quality of Student Affairs and Services among Higher Education Institutions;
3. promote access to quality, relevant, efficient and effective student affairs and services;
4. support student development and welfare; and
5. ensure that all Higher Education Institutions provide holistic approach for Student Affairs and Services
and comply with the minimum requirements for student affiars and services.
Paradigms of Disability
Paradigms or models shape a concept. For disability, to have a paradigm or model serve several purposes
(Retlef & Letsosa, 2018) like:

a. provide definitions for disability;

b. provide explanations of causal attribution and responsibility attribution;
c. are based on (perceived) needs;
d. guide the formulation and implementation of policy;
e. are not value neutral;
f. determine which academic disciplines study and learn about PWDs;
g. shape the self-identity of PWDs;
h. can cause prejudice and discrimination.
 1. The moral and/or religious model – disability is an
act of God. It is regarded as a punishment from God
Here are for a particular sin or sins that may have been
committed by the person with disability.
the 2. The medical model – disability as a disease. This
paradigms surfaced as significant advances in the field of medical
science flourished.
or models. 3. The social model – disability as a socially
constructed phenomenon. It is also called the “minority
model” when the society “disables people with
impairments, therefore any meaningful solution must be
directed at societal change rather than individual
adjustment and rehabilitation” as mentioned by Barnes
et.al. in 2010.

4. The identity model – disability as an identity.

According to Brewer et.al. (2012) this shares the social
model’s understanding that the experience of disability
is socially constructed, but differs to the extent that it
“claims disability as a positive identity.”
 Here are the paradigms or models.

5. The human rights model – disability as a human rights issue. Degener (2017) presented that human rights
model:
a. moves beyond explanation,offering a theoretical framework for disability policy that emphasizes the human dignity of
PWDs;
b. b. incorporates both 1st and 2nd generation human rights, in the sense that it “encompasses both sets of human rights,
civil,and political as well as economic, social, and cultural rights;
c. respects the fact that some PWDs are indeed confronted by such challenging life situations and argues that such factors
should be taken into account in the development of relevant Social justice theories;
d. offers room for minority and cultural identification;
e. recognizes the fact that properly formulated prevention policy may be regarded as an instance of human rights protection
for PWDs;
f. offers constructive proposals for improving the life situation of PWDs.
 6. The cultural model – disability as culture. It focuses on a range of cultural factors (Junior &
Schipper, 2013).
7. The charity model – disability as victimhood. In this paradigm or model, PWDs see
themselves as victims of circumstances and are entitled to pity from others.
8. The economic model – disability as a challenge to productivity. It approaches disability
from the viewpoint of economic analysis, focusing on the various disabling effects of an
impairment on a person’s capabilities, and in particular on labor and employment capabilities
(Armstrong, Noble & Rosenbaum, 2006).
9. The limits model – disability as embodied experience. According to Creamer (2009) disability is
best understood with reference to the notions of embodiment and “limitness”.
REFERENCES