Presentation on theme: "INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE"— Presentation transcript:
1 INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE Dr. YOLANDA S. QUIJANOUndersecretary of Programs and ProjectsDepartment of EducationPhilippines
2 OUTLINE General Information on Inclusive Education Facts and Figures, Policies, Strategies for Disadvantaged Learners: Children with Disabilities, IPs, Muslim Children, Street Children, Abused childrenCurrent Difficulties and ChallengesLessons LearnedProposed Initiatives/Recommendations
3 GENERAL INFORMATION on INCLUSIVE EDUCATION Children with disabilitiesChild labourersChildren of Indigenous peoples and Muslim childrenMarginalized sectorsAbused childrenStreet children
4 FACTS and FIGURESChildren with disabilities who are in school are about 101, 762 ( ).Children with disabilities are still combating educational exclusion97.3 % of them are still unreached.About 5,916 are mainstreamed in regular classes
5 Facts and FiguresChildren of Indigenous peoples number about million across the country.These are spread in seven ethnographic areas with 117 ethno-linguistic groups.Those in the elementary schools total 639, 483 while 158, 550 are in the secondary schools ( ).
6 Facts and Figures140,570 Muslim elementary and secondary pupils are attending ALIVE (Arabic Language and Islamic Values Education) in public schools
7 Facts and Figures Street children are about 246, 000 thousand- 75% are children on the streets;25% are children of the streets;70 % are boysWorking children are growing innumberNumber of abused childrenis being tracked down
8 EDUCATION POLICIES The right to education is a basic human right. All children and youth shall have access to quality education.Inclusive education shall be concerned with all learners, with focus on those who have traditionally been excluded from educational opportunities.Support system shall be organized and delivered holistically.
9 PUBLIC POLICY SUPPORT on INCLUSIVE EDUCATION The 1987 Philippine ConstitutionP.D The Child and Youth Welfare CodeRA – Special Protection of Children against Child Abuse, Exploitation and Discrimination ActR.A The Magna Carta for Disabled Persons amended by R.A 9442Policies and Guidelines in Special EducationArt. IV. Sec 2 mandates the state to encourage non-formal, informal and indigenous learning systems as well as learning independent and out of school youth study programs and to provide adult citizens, the disabled and OSY with training on civics, vocational efficiency and other skills.PD 603 (1974) – Article 3 accounts for the rights of the child.Art 1 section 2 states that a comprehensive program shall be formulated to protect children against any form of abuse which endanger child survival and normal developmentProvides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of societyArt 1 Sec 5 states that the ultimate goal of SPED shall be the integration or mainsteaming of learners with special needs into the regular school system and eventually into the community
10 PHILIPPINES ADOPTS INTERNATIONAL DOCUMENTS on INCLUSIVE EDUCATION UN Conventions on the Rights of the Child (1989)World Declaration on Education for All (1990)UNESCO Salamanca Statement and Framework for Action (1994)Art. IV. Sec 2 mandates the state to encourage non-formal, informal and indigenous learning systems as well as learning independent and out of school youth study programs and to provide adult citizens, the disabled and OSY with training on civics, vocational efficiency and other skills.PD 603 (1974) – Article 3 accounts for the rights of the child.Provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of societyArt 1 Sec 5 states that the ultimate goal of SPED shall be the integration or mainsteaming of learners with special needs into the regular school system and eventually into the community
11 INCLUSION DEFINED Reaching out to all learners Addressing and responding to diversity of needs of all children, youth and adultsInvolves changes and modification in content, approaches, structures and strategiesA process of strengthening capacity of education system to reach out to all learners and key strategy to achieve EFAA process of addressing and responding to diversity of needs of all children, youth and adults through increasing participation in learning cultures and communities.Involves changes and modification in content, approaches, structures and strategies, with common vision that covers all children of appropriate age range and conviction that it is the responsibility of the regular system to educate all children
12 STRATEGIES in INCLUSIVE EDUCATION for DISADVANTAGED LEARNERS The program, curriculum, learning materials, facilities, equipment
14 PROCESS of INCLUSION Assessment Support System Remediation/ enrichment Education system has fullresponsibility to ensure right toeducationAssessmentSupport SystemIt is equipped and ready tohandle diversity through:Flexible modified curriculum ,teaching and learning methodsAdaptationAugmentationAlterationRemediation/ enrichmentInvolvement of peers, parents and the communityWe believe that the education system has the full responsibility to ensure right to education. This system should start with assessment of children with disabilities.It involves specialists, such as: speech therapist, physical therapist, neurologist, special education and regular teachers, parents, tools: formal and informal and a process of gathering and synthesizing data and making recommendations.Results of assessment lead to the provision of support services in terms of personnel and equipment, assistive devices and learning resources. The SPED teachers should be equipped to handle diversity through flexible modified curriculum, remediation and enrichment and involvement of peers, parents and the community..Modification of curriculum involves:Adaptation, eg: curriculum for learning disabilityAugmentation, eg: curriculum for the blind, hearing impaired, children with autism, ADHD, intellectual disability;Alteration for the post elementary or post secondary, eg: transition, functional academicResponsive child friendly school should prevail. It entails a professional environment where there is collaboration and team teaching of school staff with active support from administrators and supervisors.Flexible teaching methods with innovativeapproaches to teaching aids, andequipment assistive devices and learning resourcesPROCESSof INCLUSIONResponsive, child-friendly environmentProfessional environment workingdeliberately and actively to promoteinclusion for all
15 PHILIPPINE MODEL of INCLUSION Partial mainstreaming towards inclusion- students are educated in regular classes at least half the day- receive additional help or specialized services- pull-out
16 Full mainstreaming or inclusion - complete regular instruction- receive all special servicesin general classroom
17 SUSTAINING PROGRAMS for CHILDREN with DISABILITIES Establishment of 276 Special Education Centers nationwideProvision of SPED itemsDownloading of fundsSPED centers are organized to facilitate ease of integration and mainstreaming, and later on inclusion of children with disabilities in regular schools.Functions of the SPED Centers:Serve as a resource room for inclusion of children with disabilitiesProvide equal opportunities for people with disabilities to participate fully in quality educationEnsure the total development of people with disabilities to become functional members of societyProduce instructional tools, materials, and equipment to enrich instructional resourcesDevelop a strong school-community collaboration to improve the delivery of educational services
18 Sustaining Programs for Children with Disabilities Conduct of training programs for teachers handling children with various disabilitiesConduct of training for school heads and supervisorsDevelopment of instructional materials for children with disabilities
19 Sustaining Programs for Children with Disabilities Conduct of advocacy strategies like the SPED caravan in regions and divisions without SPED centers or without SPED programs
20 Sustaining Programs for Children with Disabilities Implementation of various intervention programs, like:Early InterventionTransition programHeadstart program
21 INDIGENOUS PEOPLES EDUCATION Policy actionsTo provide access to quality basic educationTo ensure the preservation, recognition, promotion and protection of the rights of indigenous peoples to ancestral domain, cultural identity and heritageObjective:The National IP Education PolicyFramework operationalized inall schools
22 Indigenous Peoples Education Activities Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education (PRIME)- a facility for IP and MEConduct of implementation planning activities for the national, & regional clustersCelebrating IP month inOctober
23 MADRASAH EDUCATION for Muslim Children Policy action:To provide acess to quality educationTo ensure the preservation, recognition, promotion, and protection of the rights of Muslim learners to religious identity and heritageObjective:Institutionalization of the Madrasah Education Program at all levels in basic education
24 Madrasah Education for Muslim Children Development of Madrasah Currriculum for Kindergarten (Tahderiyyah)Implementation of the Madrasah Curriculum in the elementary levelDevelopment of the Curriculum in the secondary levelProfessionalizing the Asatidz through the Accelerated Teacher Education Program now on its fourth cycleMadrasah curriculum offers two specific areas: namely: ALIVE- Arabic Language and Islamic Values Education
25 STREET CHILDREN EDUCATION Enhancing the implementation of the “Kariton Klasrum” project in partnership with the Dynamic Teen CompanyStreet educator, Efren Penaflorida awarded by CNN as Hero of the YearConducting stock-taking activities in selected sites that will implement the program
26 EDUCATION for CHILDREN SEXUALLY ABUSED Institutionalization of Personal Safety Lessons in both elementary and secondary schools nationwideOn-going training of trainers for the basic education levelsCoordination with the agencies to ensure the welfare of the sectorPersonal Safety Lessons are provided to prevent sexual abuse
27 ALTERNATIVE DELIVERY MODES for DISADVANTAGED CHILDREN MISOSA- (Modified In-School and Off-School Approach for elementary)Open High School Program for secondaryDistance LearningModular learningOn-line learningHome-based learningAlternative Delivery Modes–For disadvantaged children who could not go to school regularly.Students are provided modules or e-learning.Learning is self-paced.Learning takes place at home in school or in the community with learning facilitatorsLearning could be accredited through PEPT , A&E (Accreditation and Equivalency) that will identify the appropriate grade/year level for easy entry to formal schooling or for certification purposes.
31 CURRENT ISSUES and CHALLENGES Increasing the holding power of schools over these childrenMaking existing resources and other support systems adaptable and suitable to the needs of inclusive education
32 Current Issues and Challenges Mobilizing parents and other duty bearers in supporting inclusive educationProviding post-school support to fully integrate and enable disadvantaged children to participate in gainful employment or productive work.
33 Social, Economic, and Financial Aspects LESSONS LEARNEDSocial, Economic, and Financial AspectsInclusion education impacts on social, economic and financial issues.Social justification is seen on attitudinal change or accounts to non-discriminatory attitude towards the disadvantaged children and youth. This is done through the development and use of teaching strategies that respond to individual differences.Further, inclusion makes it less costly to maintain schools that educate all children. In the end, there is creation of wealth through entrepreneural undertaking.
34 SOCIAL BENEFITSCreates positive social and attitudinal changes in both regular and disadvantaged chidren such as:Reducing and eliminating prejudices against disabled childrenImproving self-concept or self-esteem
35 Social Benefits Encouraging greater participation in social progress c. Growth in social cognitionEncouraging greater participation in social progressChallengeInclusion may result in overcrowding andlowering of quality of education
36 ECONOMIC BENEFITSLeads to higher participation rate, cohort-survival or completion rateThere is higher simple and functional literacy rates.There is higher employment participation rate.Enable children to become independent and productive in later years3 . The integration of disadvantaged children into the mainstream productive workforce could bring in return in the form of wage contribution to the economic output and also the creation of wealth through entrepreneural undertaking.
37 CHALLENGESInclusion education entails additional resources over and above those provided to regular schools.Per pupil cost is relatively higher than the regular pupil.1. Inclusion education involves the provision of special teachers, facilities, modified/indigenized/localized/contextualized curriculum and other support systems.
38 PROPOSED INITIATIVES/RECOMMENDATIONS Ensuring education through early learning interventionRationalizing the establishment of more centers: special education centers, community centers, drop-in centersCapability building for teachers of diverse learners at pre service levelsAdopting equivalency, testing and acceleration programs to diverse learnersEarly childhood education is a sustainable way to guarantee the right to educationAssistance may come in the form of ADMAll teachers and other educators should be trained on inclusive education.School-based and national assessment should be given to be assured of quality performance. Work out accreditation schemes for inclusive programs.
39 Inclusion means: I – ntegration N – etworking C – ollaboration L – iving, learning, lovingU – tilizing all available resourcesS – upport and social servicesI – mplementation of appropriate programsO – rganization of appropriateservicesN – on stop services to all
40 The challenge for educators is to find ways of sharing expertise and provide wider educational opportunitiesfor the full implementationof inclusive education.