LESSON ONE: INCLUSIVE
EDUCATION IN THE PHILIPPINES
In this lesson, you will familiarize yourself with
the definition, goals, and scope of inclusive and
Special Education in the Philippines.
Also, you will be able to reflect on the
implementation of the DepEd Inclusion Program
since its launch in 2009.
ACTIVITY LET’S PLAY
Grab a paper and pen and
BINGO!
create the same table presented here.
1. Fill in all squares with words that
you can associate with the phrase
special and inclusive education.
2. I am going to announce the official
winning words or terms related to
special and inclusive education.
3. The first person to cross off all the
boxes on the card wins the game.
Alternatively, I could declare winners
when a row (across, up, down, or
diagonal) has been checked off; this
depends on whether I want to speed
things up or not.
ANALYSIS
1. What is the definition of
special and inclusive
education?
2. How does inclusivity
encourage innovation and
problem-solving?
3. What can non-inclusivity
or non-acceptance of
diversity do in an
ABSTRACTION
INCLUSIVE AND SPECIAL
EDUCATION AS STRATEGY
FOR INCREASING
PARTICIPATION RATE OF
CHILDREN
(DepEd Order No. 72,
S.2009)
Inclusive and Special
Education embraces the
philosophy of accepting all
children regardless of race,
size, shape, color, ability, or
disability with support from
school staff, students,
parents, and the community.
A comprehensive inclusive
and special education
program for children
with special needs has the
following components:
1. CHILD FIND. This is locating where children are
through the family mapping survey, advocacy
campaigns, and networking with local health
workers.
2. ASSESSMENT. This is the continuous process of
identifying the strengths and weaknesses of the
child through the use of formal and informal tools
for proper program grade placement.
3. PROGRAM OPTIONS. Regular schools with or
without trained SPED teachers shall provide
educational services to children with special
needs.
*The first program option that shall be organized for
these children is a self-contained class for children with
similar disabilities which can be mono-grade or multi-
grade handled by a trained SPED teacher.
*The second option is the inclusion or placement of the
child with disabilities in general education or regular
class where he/she learns with his/her peers under a
regular teacher and/or SPED-trained teacher who
addresses the child’s needs.
*The third option is a resource room program where the
child with disabilities shall be pulled out from the general
education or regular class and shall report to a SPED
teacher who provides small group/one-on-one instruction
and/or appropriate interventions for these children.
4. Curriculum Modifications. This shall be
implemented in the forms of adaptations and
accommodations to foster optimum learning based
on individual’sneeds and potentials. Modification in
classroom instructions and activities is a process
that involves new ways of thinking and developing
teaching-learning practices.
5. Parental Involvement. This plays a vital role in
preparing the children for academic, moral, and
spiritual development. Parents shall involve
themselves in observing children’s performance,
volunteering to work in the classroom as teacher
aids, and providing support to other parents.
APPLICATION
KEY TAKEAWAY #1 via
To realize the successful
implementation of inclusive education
in schools, it is fundamental that
stakeholders involved need to
collaboratively develop and facilitate
the most effective program for children
with disabilities.
APPLICATION
How can the following DepEd officials and
involved stakeholders take part in the
implementation of inclusive education
from the initial phase, to the transition
phase and up until the inclusion phase?
1. School Administrator
2. Regular Teachers
3. SPED Teachers
4. Non-teaching Personnel
5. Parents
closure
Congratulations!
You’re done with Lesson One of Unit 1. In the next lesson, you will get
acquainted with other inclusive education programs like the IDEA
policy of the United States of America and other countries supporting
special and inclusive education.
