1. INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

2. OUTLINE General Information on Inclusive Education
Facts and Figures, Policies, Strategies for Disadvantaged Learners: Children with Disabilities, IPs, Muslim Children, Street Children, Abused children
Current Difficulties and Challenges
Lessons Learned
Proposed Initiatives/Recommendations

3. GENERAL INFORMATION on INCLUSIVE EDUCATION
Children with disabilities
Child labourers
Children of Indigenous peoples and Muslim children
Marginalized sectors
Abused children
Street children

4. FACTS and FIGURES
Children with disabilities who are in school are about 101, 762 ( ).
Children with disabilities are still combating educational exclusion
97.3 % of them are still unreached.
About 5,916 are mainstreamed in regular classes

5. Facts and Figures
Children 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 Figures
140,570 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 boys
Working children are growing in
number
Number of abused children
is 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 Constitution
P.D The Child and Youth Welfare Code
RA – Special Protection of Children against Child Abuse, Exploitation and Discrimination Act
R.A The Magna Carta for Disabled Persons amended by R.A 9442
Policies and Guidelines in Special Education
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.
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 development
Provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society
Art 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. The 1987 Philippine Constitution
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.

11. P.D. 603 - The Child and Youth Welfare Code
Article 1. Declaration of Policy. - The Child is one of the most important assets of the nation. Every effort should be exerted to promote his welfare and enhance his opportunities for a useful and happy life.
Article 3. Rights of the Child. - All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors.

12. RA. 7610 – Special Protection of Children against Child Abuse, Exploitation and Discrimination Act
Section 1. Title. – This Act shall be known as the "Special Protection of Children Against Abuse, Exploitation and Discrimination Act."

13. Section 2. Declaration of State Policy and Principles
Section 2. Declaration of State Policy and Principles. – It is hereby declared to be the policy of the State to provide special protection to children from all firms of abuse, neglect, cruelty exploitation and discrimination and other conditions, prejudicial their development; provide sanctions for their commission and carry out a program for prevention and deterrence of and crisis intervention in situations of child abuse, exploitation and discrimination. The State shall intervene on behalf of the child when the parent, guardian, teacher or person having care or custody of the child fails or is unable to protect the child against abuse, exploitation and discrimination or when such acts against the child are committed by the said parent, guardian, teacher or person having care and custody of the
It shall be the policy of the State to protect and rehabilitate children gravely threatened or endangered by circumstances which affect or will affect their survival and normal development and over which they have no control.
The best interests of children shall be the paramount consideration in all actions concerning them, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities, and legislative bodies, consistent with the principle of First Call for Children as enunciated in the United Nations Convention of the Rights of the Child. Every effort shall be exerted to promote the welfare of children and enhance their opportunities for a useful and happy life.

14. R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442
RA 7277 – Magna Carta for Disabled Persons
•     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
•         rights and privileges of disabled persons:
•           equal opportunity for employment
•           access to quality education
•           National Health Program
•           Auxiliary Social Services
•           Telecommunications
•           Accessibility ( barrier-free environment)
•           Political and civil rights
BP 344 Accessibility Law
•         “An Act to Enhance the Mobility of Disabled Persons by Requiring Certain Building, Institution, Establishments, and Other Public Utilities to Install Facilities and Other Devices.”
SCOPE
–        Public and private buildings and related structures for public use and which shall be constructed, repaired or renovated.
–        Streets and highways and public utilities
•         Streets and highways
•         Public transport vehicles
•         Public telephones
–        Public transport terminals including those of LRTA

17. 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 society
Art 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

18. INCLUSION DEFINED Reaching out to all learners
Addressing and responding to diversity of needs of all children, youth and adults
Involves changes and modification in content, approaches, structures and strategies
A process of strengthening capacity of education system to reach out to all learners and key strategy to achieve EFA
A 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

19. STRATEGIES in INCLUSIVE EDUCATION for DISADVANTAGED LEARNERS
The program, curriculum, learning materials, facilities, equipment

20. CHILDREN WITH DISABILITES

21. PROCESS of INCLUSION Assessment Support System Remediation/ enrichment
Education system has full
responsibility to ensure right to
education
Assessment
Support System
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Augmentation
Alteration
Remediation/ enrichment
Involvement of peers, parents and the community
We 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 disability
Augmentation, eg: curriculum for the blind, hearing impaired, children with autism, ADHD, intellectual disability;
Alteration for the post elementary or post secondary, eg: transition, functional academic
Responsive 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 innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
PROCESS
of INCLUSION
Responsive, child-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all

22. 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

23. Full mainstreaming or inclusion
- complete regular instruction
- receive all special services
in general classroom

24. SUSTAINING PROGRAMS for CHILDREN with DISABILITIES
Establishment of 276 Special Education Centers nationwide
Provision of SPED items
Downloading of funds
SPED 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 disabilities
Provide equal opportunities for people with disabilities to participate fully in quality education
Ensure the total development of people with disabilities to become functional members of society
Produce instructional tools, materials, and equipment to enrich instructional resources
Develop a strong school-community collaboration to improve the delivery of educational services

25. Sustaining Programs for Children with Disabilities
Conduct of training programs for teachers handling children with various disabilities
Conduct of training for school heads and supervisors
Development of instructional materials for children with disabilities

26. 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

27. Sustaining Programs for Children with Disabilities
Implementation of various intervention programs, like:
Early Intervention
Transition program
Headstart program

28. INDIGENOUS PEOPLES EDUCATION
Policy actions
To provide access to quality basic education
To ensure the preservation, recognition, promotion and protection of the rights of indigenous peoples to ancestral domain, cultural identity and heritage
Objective:
The National IP Education Policy
Framework operationalized in
all schools

29. Indigenous Peoples Education Activities
Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education (PRIME)- a facility for IP and ME
Conduct of implementation planning activities for the national, & regional clusters
Celebrating IP month in
October

30. MADRASAH EDUCATION for Muslim Children
Policy action:
To provide acess to quality education
To ensure the preservation, recognition, promotion, and protection of the rights of Muslim learners to religious identity and heritage
Objective:
Institutionalization of the Madrasah Education Program at all levels in basic education

31. Madrasah Education for Muslim Children
Development of Madrasah Currriculum for Kindergarten (Tahderiyyah)
Implementation of the Madrasah Curriculum in the elementary level
Development of the Curriculum in the secondary level
Professionalizing the Asatidz through the Accelerated Teacher Education Program now on its fourth cycle
Madrasah curriculum offers two specific areas: namely: ALIVE- Arabic Language and Islamic Values Education

32. STREET CHILDREN EDUCATION
Enhancing the implementation of the “Kariton Klasrum” project in partnership with the Dynamic Teen Company
Street educator, Efren Penaflorida awarded by CNN as Hero of the Year
Conducting stock-taking activities in selected sites that will implement the program

33. EDUCATION for CHILDREN SEXUALLY ABUSED
Institutionalization of Personal Safety Lessons in both elementary and secondary schools nationwide
On-going training of trainers for the basic education levels
Coordination with the agencies to ensure the welfare of the sector
Personal Safety Lessons are provided to prevent sexual abuse

34. ALTERNATIVE DELIVERY MODES for DISADVANTAGED CHILDREN
MISOSA- (Modified In-School and Off-School Approach for elementary)
Open High School Program for secondary
Distance Learning
Modular learning
On-line learning
Home-based learning
Alternative 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 facilitators
Learning 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.

35. Alternative Delivery Modes in pictures

36. Alternative Delivery Modes in pictures

37. Alternative Delivery Modes in pictures37

38. CURRENT ISSUES and CHALLENGES
Increasing the holding power of schools over these children
Making existing resources and other support systems adaptable and suitable to the needs of inclusive education

39. Current Issues and Challenges
Mobilizing parents and other duty bearers in supporting inclusive education
Providing post-school support to fully integrate and enable disadvantaged children to participate in gainful employment or productive work.

40. Social, Economic, and Financial Aspects
LESSONS LEARNED
Social, Economic, and Financial Aspects
Inclusion 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.

41. SOCIAL BENEFITS
Creates positive social and attitudinal changes in both regular and disadvantaged chidren such as:
Reducing and eliminating prejudices against disabled children
Improving self-concept or self-esteem

42. Social Benefits Encouraging greater participation in social progress
c. Growth in social cognition
Encouraging greater participation in social progress
Challenge
Inclusion may result in overcrowding and
lowering of quality of education

43. ECONOMIC BENEFITS
Leads to higher participation rate, cohort-survival or completion rate
There is higher simple and functional literacy rates.
There is higher employment participation rate.
Enable children to become independent and productive in later years
3 . 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.

44. CHALLENGES
Inclusion 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.

45. PROPOSED INITIATIVES/RECOMMENDATIONS
Ensuring education through early learning intervention
Rationalizing the establishment of more centers: special education centers, community centers, drop-in centers
Capability building for teachers of diverse learners at pre service levels
Adopting equivalency, testing and acceleration programs to diverse learners
Early childhood education is a sustainable way to guarantee the right to education
Assistance may come in the form of ADM
All 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.

46. Inclusion means: I – ntegration N – etworking C – ollaboration
L – iving, learning, loving
U – tilizing all available resources
S – upport and social services
I – mplementation of appropriate programs
O – rganization of appropriate
services
N – on stop services to all

47. The challenge for educators is to find ways of sharing expertise and
provide wider educational opportunities
for the full implementation
of inclusive education.

48. Thank You!
Maraming Salamat!