Inclusive Education PDF

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This module provides the learners an orientation about legal foundation and essentials of Special and Inclusive Education (SIE). The basic information about SIE on this module will provide understanding of concepts related to inclusive and special education as indicated in the DepEd Inclusive Educat...

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COLLEGE OF EDUCATION Foundation of Special and Inclusive Education Course Module 1: Definition, Goals, and Scope of Special and Inclusive Education Module Description This module provides the learners an orientation about legal foundation and essentials of Special and Inclusive Education (SIE). The basic information about SIE on this module will provide understanding of concepts related to inclusive and special education as indicated in the DepEd Inclusive Education and other related concepts and ideas. Learning Outcomes At the end of the lesson the students are expected to:

a. Elaborate Special and Inclusive Education b. Discuss the policy of special and inclusive education for all; c. Summarize the goals, objectives and concepts of Special and Inclusive Education; d. Identify goals and programs of Special and Inclusive Education in other countries; Essential Questions:   

What is Special and Inclusive Education? What are the goals and objectives of Special and Inclusive Education? What are the ideas of Special and Inclusive Education in the Philippines and of International Standards?

INTRODUCTION This course is designed to equip the pre-service teachers with knowledge and understanding of the different philosophies, theories, legal bases and policies of special needs and inclusive education. It includes the study of typical and atypical development of children, learning characteristics of students with special educational needs (gifted and talented learners, learners with difficulty seeing, learners with difficulty hearing, learners with difficulty communicating, learners with difficulty walking/moving, learners with difficulty remembering and focusing, learners with difficulty with self-care) and those in difficult circumstances. Pre-service teachers will be provided with skills in the selection of variety of differentiated strategies in teaching, assessing and managing students with special educational needs in a regular class. They will also be provided with knowledge of policies, guidelines and procedures that provide

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safe and secure learning environments, and teaching strategies that are inclusive of learners from indigenous groups. SPECIAL EDUCATION Designed instruction to meet the individual needs of special student. It is an individually planned, systematically implemented, and carefully evaluated instruction to help exceptional children achieve the greatest possible personal self – sufficiency and success in present and future environments. The Department of Education is envisioned to; by the 21st century, the child with special needs will get full parental and community support for his/her education without discrimination. He / She should also be provided with a healthy environment along with leisure and recreation and social security measures. Education should fully realize their own potentials for development and productivity as well as being capable of self – expression of their rights in society and be a God – Loving and proud Filipino Citizen. The Goal of Special Education programs is to provide children with special needs appropriate educational services within the mainstream of Basic Education. Special Education aims to provide a flexible and individualized support system for children and youth with special needs in a regular class environment, provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living, implement a life – long curriculum include early intervention and parent education as preparation for college and make available an array of educational programs and services.

Children and youth with special needs have always been recognized as legitimate beneficiaries of the Philippine government’s reforms in basic education. For almost a century now, the department of education through its special education division has been providing the broad framework and standards in establishing and maintaining special education programs in both public and private schools all over the country. The past decades witnessed the continuous development of programs for a wide range of exceptional children and youth together. Likewise, the professionalization of special education continues to be pursued through teacher and administrator training programs. Bold moves are undertaken to: (1) promote access, quality, and participation of children with special needs education in the mainstream of basic education; (2) improve the quality, relevance and efficiency of special education schools and communities and; (3) sustain special education programs and services in the country. 2|EDUC 17 This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2020

VISION FOR CHILDREN WITH SPECIAL NEEDS The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus: “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 basic education. This education should fully realize his/her own potential 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. It is also envisioned that the child with special needs will get full parental and community support for his/her education without discrimination of any kind. This special child should also be provided with a healthy environment along with leisure and recreation and social security measures” (department of education handbook on inclusive education 2000). POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION The policy on inclusive education for all is adopted in the Philippines to accelerate access to education among children and youth with special needs. Inclusive education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs. The goal of the special education programs of the department of education all over the country is to provide children with special needs appropriate educational services within the mainstream of basic education. The two- pronged goal include the development of key strategies on legislation, human resource development, family involvement and active participation of government and non-government organizations. Likewise, there are major issues to address on attitudinal barriers of the general public and effort towards the institutionalization and sustainability of special education programs and services. Special education aims to: 1. Provide a flexible and individualized support system for children and youth with special needs in a regular class environment in schools nearest the student’s home, 2. Provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living, 3. Implement a life – long curriculum to include early intervention and parent education, basic education, and transition programs on vocational training or preparation for college, and

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4. Make available an array of educational programs and services: the special education center built on “a school within a school concept” as the resource center for children and youth with special needs; inclusive education in regular schools, special and residential schools, homebound instruction, hospital instruction and community – based programs; alternative modes of service delivery tom reach the disadvantaged children in far- flung towns, depressed areas and underserved barangays. The past decades saw the continuous development of special education programs for a wide range of exceptional children and youth: those with mental retardation, giftedness and talent, blindness, deafness, language and speech dis orders, crippling, conditions, behavior problems. Severe disabilities and physical impairments. Philippines, both state tertiary institutions, continue to work hand in hand with the Department of education to enhance the professionalization of special education through their teacher training programs. INCLUSIVE EDUCATION Process of inclusion by which a school accepts children with special needs for enrollment in regular classes where they can learn side by side with their peers. The school provides the mainstream where regular teachers and special education teachers organize and implement appropriate programs for both special and regular students. What is “inclusive education”? According to UNESCO, inclusive education is seen as “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from education and from within education.” Inclusion means implementing and maintaining warm and accepting classroom communities that embrace and respect diversity or differences. Teachers and students take active steps to understand individual differences and create an atmosphere of respect. Inclusion implements a multilevel, multimodality curriculum. This means that special needs students follow an adapted curriculum and use special devices and materials to learn at a suitable pace. Inclusion prepares regular teachers and special education teachers to teach interactively. Students tend to learn with and from each other rather than compete with each other. Source: https://bit.ly/3f8krFz

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Provides continuous support for teachers to break down barriers of professional isolation. The hallmarks of inclusive education are co – teaching, team teaching, collaboration and consultation and any other ways of assessing skills and knowledge learned by all students. Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. GOALS: The goal is that the whole education system will facilitate learning environments where teachers and learners embrace and welcome the challenge and benefits of diversity. Within an inclusive education approach, learning environments are fostered where individual needs are met and every student has an opportunity to succeed OBJECTIVES: The primary objective of inclusive education is to educate disabled students in the regular classroom and still meet their individual needs. Inclusive education allows children with special needs to receive a free and appropriate education along with nondisabled students in the regular classroom. The Department of Education and Special Education Division of the Bureau of Elementary Education manages and supervises the special education program all over the country. Special Education enables exceptional children to study in regular schools or in special schools. Let’s check it further! Activity 1. Trio Essay (Look for your groupmates 3 members. All the succeeding activities will be done in group. Make sure to write the names of your groupmates in every report you will do) Define Special and Inclusive Education in your words. Support your answer with at least one reference. (APA Style) 4-5 sentences (DEADLINE: Sept. 7, 2020) ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

What’s happening with Inclusive Education around the World? 5|EDUC 17 This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2020

September 18, 2014 by Richard Rieser 148 countries including the European Union have ratified the United Nations Convention on the Rights of Persons with disabilities (UNCRPD) and 158 have adopted the Convention. In December2013 a Report-‘Thematic Study on the Rights of persons with disabilities to education’ from the UN Human Rights Council made clear inclusion and inclusive education is one of the key provisions of the UNCRPD. Article 24 commits State parties to developing an inclusive education system, where disability should not prevent people from successfully participating in the mainstream education system. But this study demonstrates that although there have been moves towards inclusion such as, by the provision of statutory rights to inclusion in Spain and Portugal (joining the long standing practice in Italy), there are still many barriers including lack of adequately trained teachers, accessible buildings, peer support and challenging bullying, with much more integration than inclusion. The observations of the CRPD Committee on the first 13 Country Reports also demonstrate a wide variation in practice, for example China is criticized for only integrating those with physical and mild visual impairments and for an expanding program of special school building. Austria, which had developed moves to inclusion a decade ago is criticized for lacking continuing momentum in this process. All 13 countries are urged to do more and reminded that the duty of making reasonable accommodations in education for disabled people is not a progressively realized right, but must be implemented from the point of ratification. In March 2014 the Human Rights Council passed a resolution urging more to be done to implement the right to inclusive education. As these Reports point out implementing full inclusive education is a matter of political will and where that consensus has been built as in New Brunswick Province, Canada it can happen. In New Brunswick Policy No 322 on inclusive education states: “6.2.2 . The following practices must not occur: 1) Segregated, self-contained programs or classes for students with learning or behavioral challenges, either in school or in community based learning opportunities. 2) Alternative education programs for students enrolled in kindergarten to grade eight.” Send ALL Disabled Children to School? Around the world we have much to campaign for in terms of developing inclusive education for all disabled learners. The Global Campaign for Education in the UK is focusing on getting the 40% of out-of- school children who are disabled, into school. That is 24million out of 57 million children still out of school. Send All My Friends to School (www.sendmyfriend.org) has a free pack for schools, to work with pupils in KS1, 2 and 3 pupils this term on raising their awareness of this important issue. In England, we may feel that we are losing the battle in the argument for inclusion. Despite the weakening of the presumption of inclusion in the Children and Families Act (2014), it is still there, with more than 90% of the two million disabled pupils and students attending schools and colleges, in mainstream provision. Domestically the struggle for inclusion must continue. However, worldwide, despite 14 years of the Millennium Development Goal (2) requiring that all children should complete primary education, this will not be achieved next year. There have been big advances in many countries in getting millions of children into school, but the 6|EDUC 17 This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2020

nature and quality of that schooling has not been adequate with a recent survey of 350,000 pupils in East Africa (Tanzania, Kenya, Uganda) showing only 15% achieved expected literacy and numeracy levels . When it comes to children with disabilities, as they are known internationally, the numbers in school in most developing countries, though there are no accurate figures, is likely to be less than 10% and numbers completing primary education is less than 1%. So as more children are successfully enrolled in school, the proportion of those out of school who are disabled, are rising. Schools and learning are not generally accessible and teachers do not know how to make reasonable accommodations or provide the right support, so the drop out of enrolled pupils with disabilities is high. There are many reasons. Negative attitudes of parents and teachers are the biggest barrier, followed by poverty-parents need children to work and can’t afford school fees, long distances to school, lack of accessible schools and then lack of adequate teacher training. In 2012, there were about 28.9 million primary teachers working in classrooms around the world. With universal primary education high on the political agenda, countries have made great efforts to boost the supply of teachers, by 16% globally since 1999. At least 20 countries have more than doubled their teacher workforces. Training All Teachers for Inclusive Education However, as demonstrated by my recent work for UNICEF on preparing teachers for children with disabilities (CWD), most teachers in developing countries get no training on including children with disabilities. If they do get training, it is based on a special education needs model, where the focus is on separating the child from their peers to segregated classes and schools and focussing on what they cannot do from a ‘medical model’. There is an urgent need for all teachers pre-service and in-service, to get twintrack training on including children with disabilities.  Track One: Education based on Principles of Equality and Child Empowerment involves foundations and inclusive values which apply and are beneficial to all groups of marginalized learners and children e.g. girls, nomads, rural, poor, child soldiers/orphans, those with HIV/AIDS, children with disabilities, linguistic and ethnic minorities, traumatised and displaced children. The principles to enable a child friendly educational environment outlined by UNESCO are:  Equality and Valuing Difference  Identifying Barriers – Finding Solutions  Collaborative Learning – Peer Support  Differentiation & Flexible Curriculum and Assessment  Stimulating and Interesting Multi-Sensory Learning Environment  An Anti-Bias Curriculum  Child Centred Pedagogy, Creative with Reflective Teachers  Quality education requiring rigour and effort for each child to achieve their potential’ (UNESCO).

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 Track Two: Education accommodating the different impairment specific needs of children with disabilities or special needs. This will require teachers to be familiar with and able to make accommodations for: a. Blind and Visually-Impaired pupils /students (Braille, tactile maps and plans, tapes and text to talk, mobility training, large print, magnification, orientation, auditory environment & talking instruments.) b. Deaf & Hearing-Impaired pupils/students (Sign Language taught & use ...