INCLUSIVE EDUCATION: INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVETHE PHILIPPINE PERSPECTIVE

Dr. YOLANDA S. QUIJANOUndersecretary of Programs and Projects

Department of EducationPhilippines

OUTLINEOUTLINE

General Information on Inclusive EducationGeneral Information on Inclusive Education Facts and Figures, Policies, Strategies for Facts and Figures, Policies, Strategies for

Disadvantaged Learners: Children with Disadvantaged Learners: Children with Disabilities, IPs, Muslim Children, Street Disabilities, IPs, Muslim Children, Street Children, Abused childrenChildren, Abused children

Current Difficulties and ChallengesCurrent Difficulties and Challenges Lessons LearnedLessons Learned Proposed Initiatives/RecommendationsProposed Initiatives/Recommendations

GENERAL INFORMATION onGENERAL INFORMATION onINCLUSIVE EDUCATION INCLUSIVE EDUCATION

Children with disabilities

Street

childr

e

n

Children of

Indigenous

peoples and

Muslim children

Child

laboure

rs

Abused children

FACTS and FIGURESFACTS and FIGURES

Children with disabilities Children with disabilities who are in school are who are in school are about 101, 762 (2011-2011).about 101, 762 (2011-2011).

Children with disabilities are still combating Children with disabilities are still combating educational exclusioneducational exclusion

97.3 % of them are still unreached.97.3 % of them are still unreached. About 5,916 are mainstreamed in regular About 5,916 are mainstreamed in regular

classesclasses

Facts and FiguresFacts and Figures

Children of Indigenous peoples Children of Indigenous peoples number about number about 12-15 million across the country.12-15 million across the country.

These are spread in seven ethnographic areas These are spread in seven ethnographic areas with 117 ethno-linguistic groups.with 117 ethno-linguistic groups.

Those in the elementary schools total 639, Those in the elementary schools total 639, 483 while 158, 550 are in the secondary 483 while 158, 550 are in the secondary schools (2010-2011).schools (2010-2011).

Facts and FiguresFacts and Figures

140,570140,570 Muslim elementary and secondary Muslim elementary and secondary pupils pupils are attending ALIVE (Arabic Language are attending ALIVE (Arabic Language and Islamic Values Education) in public and Islamic Values Education) in public schoolsschools

Facts and FiguresFacts and Figures

Street children Street children are about 246, 000 thousand- are about 246, 000 thousand- 75% are children on the streets; 75% are children on the streets; 25% are children of the streets; 25% are children of the streets; 70 % are boys70 % are boys Working childrWorking children en are growing in are growing in numbernumber Number of Number of abused children abused children is is being tracked down being tracked down

EDUCATION POLICIESEDUCATION POLICIES

The right to education is a basic human right.The right to education is a basic human right. All children and youth shall have access to All children and youth shall have access to

quality education.quality education. Inclusive education shall be concerned with all Inclusive education shall be concerned with all

learners, with focus on those who have learners, with focus on those who have traditionally been excluded from educational traditionally been excluded from educational opportunities.opportunities.

Support system shall be organized and Support system shall be organized and delivered holistically.delivered holistically.

PUBLIC POLICY SUPPORT on PUBLIC POLICY SUPPORT on INCLUSIVE EDUCATIONINCLUSIVE EDUCATION

The 1987 Philippine ConstitutionThe 1987 Philippine Constitution P.D. 603 - The Child and Youth Welfare CodeP.D. 603 - The Child and Youth Welfare Code RA. 7610 – Special Protection of Children RA. 7610 – Special Protection of Children

against Child Abuse, Exploitation and against Child Abuse, Exploitation and Discrimination ActDiscrimination Act

R.A. 7277- The Magna Carta for Disabled R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442Persons amended by R.A 9442

Policies and Guidelines in Special EducationPolicies and Guidelines in Special Education

PHILIPPINES ADOPTS PHILIPPINES ADOPTS INTERNATIONAL DOCUMENTS on INTERNATIONAL DOCUMENTS on

INCLUSIVE EDUCATIONINCLUSIVE EDUCATION UN Conventions on the Rights of UN Conventions on the Rights of

the Child (1989)the Child (1989) World Declaration on Education World Declaration on Education

for All (1990)for All (1990) UNESCO Salamanca Statement UNESCO Salamanca Statement

and Framework for Action (1994)and Framework for Action (1994)

INCLUSION DEFINEDINCLUSION DEFINED

Reaching out to all learnersReaching out to all learners

Addressing and responding to diversity of Addressing and responding to diversity of needs of all children, youth and adultsneeds of all children, youth and adults

Involves changes and modification in content, Involves changes and modification in content, approaches, structures and strategiesapproaches, structures and strategies

STRATEGIES in STRATEGIES in INCLUSIVE EDUCATION INCLUSIVE EDUCATION

for DISADVANTAGED LEARNERSfor DISADVANTAGED LEARNERS

The program, curriculum, learning materials, facilities, equipment

CHILDREN WITH DISABILITESCHILDREN WITH DISABILITES

Education system has fullresponsibility to ensure right to

education

It is equipped and ready tohandle diversity through:

Flexible modified curriculum , teaching and learning methodsAdaptationAugmentationAlteration

Involvement of peers, parents and the community

Flexible teaching methods with innovativeapproaches to teaching aids, and

equipment assistive devices and learning resources

Responsive, child-friendly environment

Professional environment working deliberately and actively to promote

inclusion for all

PROCESS PROCESS of INCLUSION of INCLUSION

Assessment

Support System

Remediation/ enrichment

1.1. Partial mainstreaming Partial mainstreaming towards inclusiontowards inclusion- students are educated - students are educated in regular classes at least in regular classes at least half the dayhalf the day- receive additional help - receive additional help or specialized servicesor specialized services- pull-out- pull-out

PHILIPPINE MODEL of INCLUSION

2.2. Full mainstreaming Full mainstreaming or inclusionor inclusion - complete regular - complete regular instructioninstruction- receive all special - receive all special servicesservices

in general in general classroomclassroom

SUSTAINING PROGRAMS for SUSTAINING PROGRAMS for CHILDREN with DISABILITIESCHILDREN with DISABILITIES

Establishment of 276 Special Education Establishment of 276 Special Education Centers nationwideCenters nationwide

Provision of SPED itemsProvision of SPED items Downloading of fundsDownloading of funds

Sustaining Programs for Sustaining Programs for Children with DisabilitiesChildren with Disabilities

Conduct of training programs Conduct of training programs for teachers handling children for teachers handling children with various disabilitieswith various disabilities

Conduct of training for school Conduct of training for school heads and supervisors heads and supervisors

Development of instructional Development of instructional materials for children with materials for children with disabilitiesdisabilities

Sustaining Programs for Sustaining Programs for Children with DisabilitiesChildren with Disabilities

Conduct of advocacy strategies like the SPED Conduct of advocacy strategies like the SPED caravan in regions and divisions without SPED caravan in regions and divisions without SPED centers or without SPED programscenters or without SPED programs

Sustaining Programs for Sustaining Programs for Children with DisabilitiesChildren with Disabilities

Implementation of various Implementation of various intervention programs, intervention programs, like:like:

Early InterventionEarly Intervention Transition programTransition program Headstart programHeadstart program

INDIGENOUS PEOPLES EDUCATIONINDIGENOUS PEOPLES EDUCATION Policy actionsPolicy actions To provide access to quality basic educationTo provide access to quality basic education To ensure the preservation, recognition, To ensure the preservation, recognition,

promotion and protection of the rights of promotion and protection of the rights of indigenous peoples to ancestral domain, indigenous peoples to ancestral domain, cultural identity and heritagecultural identity and heritage

Objective:Objective: The National IP Education Policy The National IP Education Policy Framework operationalized in Framework operationalized in all schoolsall schools

Indigenous Peoples Education Indigenous Peoples Education ActivitiesActivities

Launching of the Philippine’s Response to Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education Indigenous Peoples and Muslim Education (PRIME)- a facility for IP and ME(PRIME)- a facility for IP and ME

Conduct of implementation planning Conduct of implementation planning activities for the national, & regional activities for the national, & regional clustersclusters

Celebrating IP month in Celebrating IP month in OctoberOctober

MADRASAH EDUCATIONMADRASAH EDUCATIONfor Muslim Childrenfor Muslim Children

Policy action: Policy action: To provide acess to quality educationTo provide acess to quality education To ensure the preservation, recognition, To ensure the preservation, recognition,

promotion, and protection of the rights of promotion, and protection of the rights of Muslim learners to religious identity and Muslim learners to religious identity and heritageheritage

Objective:Objective: Institutionalization of the Madrasah Education Institutionalization of the Madrasah Education

Program at all levels in basic educationProgram at all levels in basic education

Madrasah Education Madrasah Education for Muslim Childrenfor Muslim Children

Development of Madrasah Currriculum for Development of Madrasah Currriculum for Kindergarten (Tahderiyyah)Kindergarten (Tahderiyyah)

Implementation of the Madrasah Curriculum Implementation of the Madrasah Curriculum in the elementary levelin the elementary level

Development of the Curriculum in the Development of the Curriculum in the secondary levelsecondary level

Professionalizing the Asatidz through the Professionalizing the Asatidz through the Accelerated Teacher Education Program now Accelerated Teacher Education Program now on its fourth cycleon its fourth cycle

STREET CHILDREN EDUCATIONSTREET CHILDREN EDUCATION

Enhancing the implementation of Enhancing the implementation of the “Kariton Klasrum” project in the “Kariton Klasrum” project in partnership with the Dynamic Teen partnership with the Dynamic Teen Company Company

Street educator, Efren Penaflorida Street educator, Efren Penaflorida awarded by CNN as Hero of the awarded by CNN as Hero of the YearYear

Conducting stock-taking activities in Conducting stock-taking activities in selected sites that will implement selected sites that will implement the programthe program

EDUCATION for EDUCATION for CHILDREN SEXUALLY ABUSEDCHILDREN SEXUALLY ABUSED

Institutionalization of Personal Safety Lessons Institutionalization of Personal Safety Lessons in both elementary and secondary schools in both elementary and secondary schools nationwide nationwide

On-going training of trainers for the basic On-going training of trainers for the basic education levelseducation levels

Coordination with the agencies to ensure the Coordination with the agencies to ensure the welfare of the sector welfare of the sector

ALTERNATIVE DELIVERY MODES ALTERNATIVE DELIVERY MODES for DISADVANTAGED CHILDREN for DISADVANTAGED CHILDREN

MISOSA- (Modified In-School and Off-School MISOSA- (Modified In-School and Off-School Approach for elementary)Approach for elementary)

Open High School Program for secondaryOpen High School Program for secondary Distance LearningDistance Learning Modular learningModular learning On-line learningOn-line learning Home-based learningHome-based learning

Alternative Delivery Modes Alternative Delivery Modes in pictures in pictures

Alternative Delivery Modes in pictures

Alternative Delivery Modes in pictures

CURRENT ISSUES and CHALLENGESCURRENT ISSUES and CHALLENGES

Increasing the holding power of schools over Increasing the holding power of schools over these childrenthese children

Making existing resources and other support Making existing resources and other support systems adaptable and suitable to the needs systems adaptable and suitable to the needs of inclusive educationof inclusive education

Current Issues and ChallengesCurrent Issues and Challenges

Mobilizing parents and other duty bearers in Mobilizing parents and other duty bearers in supporting inclusive educationsupporting inclusive education

Providing post-school support to fully Providing post-school support to fully integrate and enable disadvantaged children integrate and enable disadvantaged children to participate in gainful employment or to participate in gainful employment or productive work.productive work.

LESSONS LEARNEDLESSONS LEARNEDSocial, Economic, and Financial Aspects

SOCIAL BENEFITSSOCIAL BENEFITS Creates positive social and attitudinal Creates positive social and attitudinal

changes in both regular and disadvantaged changes in both regular and disadvantaged chidren such as:chidren such as:

a.a. Reducing and eliminating prejudices against Reducing and eliminating prejudices against disabled childrendisabled children

b.b. Improving self-concept or self-esteemImproving self-concept or self-esteem

Social BenefitsSocial Benefitsc.c. Growth in social cognitionGrowth in social cognitiond.d. Encouraging greater Encouraging greater

participation in social participation in social progressprogress

ChallengeChallenge Inclusion may result in Inclusion may result in

overcrowding and overcrowding and lowering of quality of lowering of quality of

educationeducation

ECONOMIC BENEFITS ECONOMIC BENEFITS

Leads to higher participation rate, cohort-Leads to higher participation rate, cohort-survival or completion ratesurvival or completion rate

There is higher simple and functional literacy There is higher simple and functional literacy rates.rates.

There is higher employment participation There is higher employment participation rate.rate.

Enable children to become independent and Enable children to become independent and productive in later yearsproductive in later years

CHALLENGESCHALLENGES Inclusion education entails additional Inclusion education entails additional

resources over and above those provided to resources over and above those provided to regular schools.regular schools.

Per pupil cost is relatively higher than the Per pupil cost is relatively higher than the regular pupil.regular pupil.

PROPOSED PROPOSED INITIATIVES/RECOMMENDATIONS INITIATIVES/RECOMMENDATIONS

1.1. Ensuring education through early learning Ensuring education through early learning intervention intervention

2.2. Rationalizing the establishment of more Rationalizing the establishment of more centers: special education centers, centers: special education centers, community centers, drop-in centerscommunity centers, drop-in centers

3.3. Capability building for teachers of diverse Capability building for teachers of diverse learners at pre service levelslearners at pre service levels

4.4. Adopting equivalency, testing and Adopting equivalency, testing and acceleration programs to diverse learnersacceleration programs to diverse learners

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

The challenge for educators is to find

ways of sharing expertise and provide wider

educational opportunities

for the full implementation

of inclusive education.

Maraming Salamat!