The best approach to ensure that every kid has an equal opportunity to attend school, study, and acquire the skills necessary for success is through inclusive education. All students should attend the same schools and classrooms to practice inclusive education. It entails actual educational possibilities for historically marginalized groups, including minority language speakers and children with disabilities.
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When school personnel, students, parents, and the community come together to support inclusive education, all children—regardless of their race, size, shape, color, ability, or disability—are welcomed and valued. Inclusive systems recognize the distinct contributions that students from different backgrounds make to the classroom and foster the growth of varied groups for the good of all.
Inclusive Education in Public Schools
Several regulations have already been implemented to guarantee that students with special needs can live full, dignified lives and are not deprived of their access to education. As stated in Article 26 of the United Nations Universal Declaration of Human Rights and Article 14 Section 1 of the Philippine Constitution of 1987, this is both an international duty and a constitutional responsibility.
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Special laws, such as Republic Act No. 7277 – Magna Carta for Disabled Persons – and Republic Act No. 11650 (Inclusion and Services for Learners with Disabilities in Support of Inclusive Education), which are intended to guarantee equitable access to high-quality education, are what make these mandates possible (Gita-Carlos, 2022).
Of the 2.2 million children with disabilities in the Philippines who lack access to education—a fundamental human right—just 2% have benefited from special education. The majority of these kids reside in remote, rural locations, so their parents should be aware of the educational options available to them.
Comprehensive Inclusive Program
The right of these kids to an appropriate education in a regular or inclusive classroom setting is ensured by the Department of Education’s (DepEd) organized urgency in addressing this issue.
Program components for Inclusive Education:
A. Parental Involvement – The children’s intellectual, moral, and spiritual development will be greatly aided by this. In addition to monitoring their children’s academic progress, parents should also offer support to other parents and volunteer to assist teachers in the classroom.
B. Curriculum Modifications -must comprise methods for providing services such as team or cooperative learning, teacher consultation programs, and others. One key component of the inclusion program is the availability of support services from experts and professionals, parents, volunteers, peers, and pals to kids with special needs.
C. Child Find – Through the family mapping survey, lobbying efforts, and networking with local health workers, it is possible to determine the whereabouts of these children. This list will include the special needs kids that aren’t enrolled in school. Special Education (SPED) teachers will visit these kids, and they should persuade their parents to enroll them in the closest SPED centers or schools.
D. Assessment– This ongoing process of determining a child’s strengths and limitations for appropriate program grade placement makes use of both official and informal approaches. Regular schools will receive assessment assistance from the Division’s existing SPED Centers.
E. Program Options– Special education needs students will get instruction in regular schools, whether or not the teachers are educated in SPED. SPED Centers or instructors with SPED training will provide instructional services to these schools.
E.1. A self-contained class for kids with comparable difficulties, either mono-grade or multi-grade, supervised by a certified SPED teacher, will be the initial program option set up for these kids.
E.2. The other alternative is to include the disabled kid in normal education or general education classes alongside their peers, under the guidance of a regular teacher or a teacher with special education training who will attend to the requirements of the child.
E.3. The third alternative is a resource room program, in which the disabled kid is taken out of the regular or general education classroom and reports to a SPED teacher who offers child-centered interventions, small-group instruction, and/or one-on-one learning.
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Advantages Of Philippine Inclusive Education
Inclusionary education has many advantages in the Philippines, including:
1. Encouraging chances for lifelong learning for everyone
2. Improving educators’ professionalism and tenacity in adjusting to inclusive policies and innovative teaching methods.
3. Promoting cooperation between Indigenous organizations and the government to address their specific educational requirements and cultural rights.
4. Incorporating engaging, affirming, and nurturing elements to create a framework for inclusive environments.
5. Increasing the interventionist attitude and comprehension of faculty members in higher education institutions to better serve students with unique needs.
6. Furthermore, by utilizing efficient accommodations like multimedia tools, films, and one-on-one teaching techniques, inclusive education in the Philippines seeks to include all students with special needs, especially those who have hearing impairments.
Together, these initiatives help to build a more just and encouraging learning environment where every student can realize their full potential.
What Inclusive Education Initiatives Do Philippine Catholic Schools Support?
By placing a strong emphasis on stakeholder engagement, offering professional development opportunities for educators, and fostering inclusive settings that value diversity and put the needs of all students first, Philippine Catholic schools support inclusive education.
To serve kids with special needs, teachers in these schools are urged to use innovative teaching strategies, participate in ongoing professional development, and adopt inclusive practices. In addition, these educational institutions prioritize the creation of curricula that incorporate inclusive ideas and expressions, bolstering them with diverse pedagogical approaches to foster an inclusive school community.
The advancement of inclusive education for all kids, including those with special needs, is greatly aided by Philippine Catholic schools, which promote inclusion, provide specialized training, and encourage collaboration among educators and other stakeholders.
How Can The Philippines’ Inclusive Education Practices Be Resolved?
Interaction among stakeholders is essential to resolving inclusive education practices in the Philippines. This involves collaborative efforts between educators, parents, professionals, and school staff.
1. Access to educational resources and services, as well as continual professional development, are essential for educators.
2. For general education teachers to fulfill the requirements for implementing inclusive education programs, schools should include training modules and seminars. Furthermore, to adopt special education initiatives, schools need to have enough learning support staff, instructional materials, and specific practices.
3. It is important to establish a supportive, encouraging, and caring atmosphere that encourages cooperation, dialogue, and decision-making among parents, instructors, and students.
4. In addition to customizing their methodology and regularly upgrading their proficiency in inclusive education, teachers should get training in inclusive education.
5. Prioritizing each student’s access to education, addressing their differences, and enhancing their talents calls for strengthening and expanding inclusive education.
Video: Introduction to Inclusive & Special Education: Definition, Scope, and Goals
To learn more about Inclusive education in the Philippines, watch the video below from YouTuber Sir Jhob.
