INCLUSIVE EDUCATION

IN THE K TO 12

By

DR. JOSE D. TUGUINAYO, JR.

Chief Education Program Specialist
Student Inclusion Division, Bureau of Learning Delivery
Department of Education
STRATEGIC DIRECTIONS
FY 2017-2022
 Vision
Long-Term Vision Team Vision
We dream of Filipinos who
By 2022, DepEd is a modern,
passionately love their country and
whose values and competencies professional, pro-active,
enable them to realize their full
nimble, trusted and nurturing
potential and contribute institution delivering quality,
meaningfully to building the nation.
accessible, relevant and
As a learner-centered public liberating K to 12 Education,
institution, the Department of enabling our learners to be
Education continuously improves
itself to better serve its
nation-loving, resilient and
stakeholders. competent lifelong learners

Core Values
• Maka-Diyos  Makatao  Makakalikasan  Makabansa
 Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe and

motivating environment;

Teachers facilitate learning and constantly nurture every learner;

Administrators and staff, as stewards of the institution, ensure

an enabling and supportive environment for effective learning to
happen; and

Family, community and other stakeholders are actively

engaged and share responsibility for developing lifelong learners.
 Development Frameworks and Priorities
Global SDG 4 Ensure inclusive and equitable quality education and
Educ
Goals 2030 promote lifelong learning opportunities for all.

Ambisyon The Philippines shall be a country where all citizens are free
Societal
Goal Natin from hunger and poverty, have equal opportunities, enabled by
2040 fair and just society that is governed with order and unity.

Sectoral PDP
Lifelong Learning Opportunities for All: Reducing
Goal 2017-
2022 Inequalities in Human Development

Organiza- DepEd Quality, Accessible, Relevant and Liberating

tional 10 Point
Goal Agenda Education

DepEd By 2022, DepEd is a modern, professional, pro-active, nimble, trusted and

Organiza- nurturing institution delivering quality, accessible, relevant and liberating K
Strat
tional Direction to 12 Education, enabling our learners to be nation-loving, resilient and
Outcome 2017-2022 competent lifelong learners

5
 DepEd Strategic Directions (2017-2022)
By 2022, we will have nation-loving and competent lifelong learners able to
TEAM respond to challenges and opportunities through quality, accessible, relevant
VISION and liberating K to 12 Program delivered by a modern, professional, pro-active,
nimble, trusted and nurturing DepEd

Expand Access to Modernize Education

Improve Quality and
STRATEGIC Basic Education Management &
GOAL Relevance Governance

• Automate core systems

• Expand coverage of • Maintain ideal ratios of
and processes (e-
Inclusion Programs basic education inputs
Governance)
• Expand access to • Improve Quality of
• Improve Procurement and
Secondary Education Teachers
Finance System
STRATEGIC • Expand the use of
OBJECTIVES • Provide non- • Accelerate Research &
Technology for Learning
(Strategies) classroom facilities in Dev’t
• Enrich curricula to address
remote and isolated • Improve DepEd
cross-cutting issues and
Independence from
schools foster critical thinking
interference
• Improve Partnership towards Liberating Basic
• Improve Human Resource
building and linkages Education
and Development
 DepEd Strategic Directions (2017-2022)
By 2022, DepEd is a modern, professional, pro-active, nimble, trusted and
TEAM nurturing institution delivering quality, accessible, relevant and liberating K to 12
VISION
Education, enabling our learners to be nation-loving, resilient and competent
lifelong learners

Modernize Education
STRATEGIC Expand Access to Basic Improve Quality and
Management &
GOAL Education Relevance Governance

• By 2022, 98% of Schools achieved

• By 2022, 75% of ES and 95%
of HS are capable to offer
inclusion programs
• By 2022, number of
secondary schools is
STRATEGIC increased by 25%.
OBJECTIVES • By 2022, 50% of identified
(Strategies)
remote schools are given
non-classroom facilities.
• By 2022, DepEd partnership
systems and processes is
transformed into a “one-stop-
shop” center.
ideal ratio on Classroom, Seats,
Teachers, WATSAN, Textbooks, Tools
& equipment.
• By 2022, 90% of teachers are
trained on both content and
pedagogy.
• By 2022, 100% schools with
electricity are provided with ICT
package and teachers are trained on
the use of technology.
• By 2022, basic education curricula is
fully enriched with cross-cutting
issues (GAD, GC, Sexuality Ed,
Climate Change, Peace and Devt.,
appreciation of Culture and History)
• By 2022, Information System for
Learner, School, HR, Learning
Resources, M&E, Assessment and
Finance are fully in-placed and
automated.
• By 2022, Procurement Process is
fully automated and modernized
• By 2022, 100% of DepEd policies
and program are researched based.
• By 2022, DepEd M&E system is fully
in-placed and automated across all
levels.
• By 2022, Training and Development
system is in-placed and
implemented.
 Programs, Projects and Activities
Strategic Core Strategies Support Programs, Projects and
Goal (Objectives) Activities
Expand coverage of • Multigrade Education Program
Inclusion Programs • Madrasah Education Program
• Indigenous Peoples Education (IPEd) Program
• Special Education Program (SPED)
• Alternative Learning System and ADM
• Child Protection Program
• School-Based Feeding Program
• Complete all Incomplete schools into MG school
Expand
Expand access to • Establish/Open more Junior and Senior High
Access to
Basic Secondary Education School
• Expand Coverage of ESC, Voucher Program and
Education Joint Delivery Strategy for TVL
Provide non- • Build Dormitories to school that are remote and
classroom facilities in geographically isolated
remote and isolated • Accelerate Pedals and Paddles project
schools
Improve Partnership • Strengthen Brigada Eskwela
building and linkages • Expand Adopt a School Program
 Programs, Projects and Activities
Strategic Core Strategies Support Programs, Projects and Activities
Goal (Objectives)
Full implementation of K • School Facilities
to 12 Program • Teaching Positions and Non-Teaching Positions
• Tools and Equipment (by strand)
• Assessment
• Textbooks and other Instructional Materials

Improve Quality of • Intensive Retooling of teachers particularly those

Teachers handling SPED, ALS
• Improve Pre-Service Curriculum
Improve • Improve hiring and promotion policy
Quality and Expand the use of • Computerization Program
Relevance Technology for Learning • Learning Tools and Equipment
• Expand access to Learning Resource Portal
• Internet Connectivity
Enrich curricula to • Drug Prevention Education
address cross-cutting • Gender and Development
issues and foster critical • Climate Change Mitigation and Adaptation
thinking towards • Sex Education
Liberating Basic • Peace Education
Education • Promotion and appreciation of history, culture, arts
and literature
What is Inclusive Education?
Inclusive Education is a process
where all types of learners with
diverse needs are given equal
opportunities for a meaningful life in
non- discriminatory environments.
These environments foster
belongingness through
culturally/spiritually sensitive, learner-
centered curriculum, learning
processes, delivery modes, and
settings (PRIME, 2015).
 The working definition of IE is
uniquely Filipino in recognizing
and respecting kapwa (the unity
of the one-of-us-and-the-other)
(Enriquez, 1976, 1995) and
spiritual beliefs, and in fostering
love for God, humanity,
environment, and the nation.
 Rationale
 DepEd is mandated to protect
and promote the right of every
Filipino citizen to quality
education to realize his/her full
potential and meaningfully take
part in nation-building.
 Rationale
 Provide an overall framework for
programs’ implementation that
directly promote Inclusive
Education and ensuring that every
aspect of the K to 12 curriculum
support system is responsive to the
needs and demands of diverse
learners.
 Legal Bases: Philippine Legal
Mandate
 The 1987 Constitution Article
XIV, Section 1 - explicitly upholds
the protection and promotion of
the right of all citizens to quality
education at all levels.
Establish, maintain, and support a complete,
adequate, and integrated system of
education relevant to the needs of the
people and society (Section 2.1);

Encourage non-formal, informal, and

indigenous learning systems, as well as self-
learning, independent, and out-of-school
study programs particularly those that
respond to community needs (Section 2.4);
and
provide adult citizens, the disabled,
and out-of-school youth with
training in civics, vocational
efficiency, and other skills (Section
2.5).
Legal Bases: Philippine Legal
Mandate
 Republic Act No. 10533, otherwise
known as Enhanced Basic Education
Act of 2013, Section 5 prioritizes the
inclusiveness of enhanced basic
education through the implementation
of programs designed to address the
physical, intellectual, psychological, and
cultural needs of learners.
Legal Bases: Philippine Legal
Mandate
 Republic Act No. 10157 or the
Kindergarten Education Act declares the
policy of the State of providing equal
opportunities for all children to avail of
accessible mandatory and compulsory
kindergarten education that effectively
promotes physical, social, intellectual,
emotional and skills stimulation and values
formation to sufficiently prepare them for
formal elementary schooling.
 Legal Bases: Philippine Legal
Mandate
 Republic Act No. 9155 otherwise
known as the Governance of Basic
Education Act of 2001 enforces the
establishment of the Alternative
Learning System (ALS) to provide
out-of-school children, youth and
adults population with basic
education;
 Legal Bases: Philippine Legal
Mandate
 Republic Act No. 9442 or an Act
Amending Republic Act No. 7277,
Otherwise Known as the “Magna Carta
For Disabled Persons, and for Other
Purposes” mandates the provision of
educational assistance to persons with
disability, for them to pursue primary,
secondary, tertiary, post tertiary, as well as
vocational or technical education, in both
public and private schools.
 Legal Bases: Philippine Legal
Mandate
 Republic Act No. 10665 or an Act
Establishing The Open High School System
in the Philippines and Appropriating Funds
Therefore declares the policy of the state to
broaden access to relevant quality education
through the employment of an alternative
secondary education program to overcome
personal geographical and socio-economic and
physical constraints, to encourage them to
complete secondary education.
 Legal Bases: International Legal
Mandate
 The 1989 Convention on the
Rights of the Child which upholds
the rights of children changed the
way children are viewed and treated;
 Article 2. Non-discriminatory
regardless of race, color, sex,
language, religion, political or other
opinion,property, disability and birth.
Legal Bases: International Legal
Mandate
Article 23. Disabled children’s education
ensure disabled children have access to
educaton while recognizing their need for
special care and assistance.
Articles 28 and 29. The right to quality
education develop the child’s personality,
talents, mental, and physical abilities,
develop respect for the child’s own cultural
and national values.
Legal Bases: International Legal
Mandate
 Education 2030 Framework for
Action which aims at mobilizing all
countries and partners around the
Sustainable Development Goal
(SDG) on inclusive and equitable
quality education and lifelong
learning opportunities for all.
Legal Bases: International Legal
Mandate
 The 1994 Salamanca
Statement which provides that
all children should learn
together, wherever possible,
regardless of any difficulties or
differences they may have.
Definition of Terminologies
 Context - refers to the particular
setting, situation, or circumstance of
the learner influenced by personal,
cultural, social, and economic factors
(such as ethnicity, gender, religion,
socialization in the family and the wider
community, social history, economic
status, personal capabilities, available
resources).
Definition of Terminologies
 Equity - refers to the value of
securing all learners’ right to
education, and their rights
within and through education
to realize their potentials and
aspirations
Definition of Terminologies
 Equitable - refers to the
right-based appropriation of
resources and opportunities
for all learners.
 Definition of Terminologies
 Learner - refers to any
individual, regardless of age,
gender, ethnicity, cultures,
and religion, enrolled in basic
education .
 Definition of Terminologies
 Learning Environment - refers to
learning resources and technology,
means of teaching, modes of
learning, and connections to
community, societal and global
contexts towards the total
development of the learner.
Definition of Terminologies
 Universal Design for Learning
- is a framework to improve
and optimize teaching and
learning for all people based on
scientific insights into how
humans learn.
 Policy Statement
 The Department adopts this policy
framework to provide policy guidance
in the establishment, implementation,
monitoring and evaluation of programs
and interventions with strategies and
support mechanisms that adequately
respond to diverse educational needs
and contexts of learners.
Guiding Principles of IE
1. Equal and equitable access to quality
basic education
Universal participation shall be
promoted by providing equal and
equitable educational opportunities
for all learners; and
Any constraints hereof shall be
addressed by means of issuing
policies.
Guiding Principles of IE
2. Responsiveness to Rights
 The Department subscribes to
the Rights-based Approach
(RBA) which highlights the
recognition, promotion, and
protection of rights
Guiding Principles of IE
3. Sensitivity and
Responsiveness to Context
 Inclusive Education
institutionalizes the form of
programs that is sensitive
and responsive to the
learners’ context.
Guiding Principles of IE
4. Inclusion
 Inclusion recognizes and
respects the right of learners
to an education that is
relevant and responsive to
their respective contexts
Guiding Principles of IE
5. Non-discriminatory and child-friendly
learning environment
 The organizational culture and
philosophy, classrooms and learning
facilities shall be conducive, child-
friendly and appropriate for all types
of learners as well as adhere to
planning standards suited to the
locality;
Guiding Principles of IE
5. Non-discriminatory and child-friendly learning
environment
 All learners shall have equal and equitable
access to appropriate and relevant
equipment, facilities, learning resources and
information;
 Learning materials shall be free from any
discriminatory contents, sensitive to social
and cultural contexts and appropriate to
diverse learners;
 Key Dimensions
 The Learners
DepEd recognizes the right
of each and every learner to
an education that is learner-
oriented, relevant and
appropriate in relation to
the learner’s context.
 Key Dimensions
 The Learners
The learners’ participation shall
be maximized in the whole
process of curriculum
development, implementation
and delivery, and in school
planning, monitoring and
evaluation.
 Key Dimensions
 The K to 12 Curriculum
Inclusion is the key standard and
principle of the K to 12 curriculum
that features learner-centered,
developmentally appropriate,
culture sensitive, relevant, gender
sensitive, and contextualized.
 Key Dimensions
 The K to 12 Curriculum
The perspective of Inclusive
Education is at the core of the
K to 12 curriculum and is
embedded in the curriculum
framework itself.
 Key Dimensions
 The K to 12 Curriculum
The standards-based curriculum
was also designed to be flexible
enough for schools and local
communities to contextualize in
relation to the learner’s socio-
cultural background, historical
context, and bio-geographical
realities.
 Key Dimensions
 The K to 12 Curriculum
 The inclusiveness of K to 12 is also
expressed through existing Inclusion
Programs such as Special Education,
Indigenous Peoples Education, Madrasah
Education, Alternative Learning System,
and Flexible Learning Options which
address the context and needs of
particular learners. Special Interest
Programs also cater to learners who
manifest the interest and aptitudes for
particular skill sets.
 Key Dimensions
 The K to 12 Curriculum
Strengthened and continue to pursue
the following:
 Recognition and development of
programs or initiatives to address
the contexts, needs and concerns
not covered by existing programs
and initiatives of DepEd;
 Contextualization of the curriculum
and learning materials at the school
level;
 Key Dimensions
 The K to 12 Curriculum
Strengthened and continue to pursue
the following:
 Differentiated presentation of
information, content, and learning
materials to support understanding;
 Provision for learners’ options to
create, learn and share what they
know in both curricular and non-
curricular activities;
 Key Dimensions
 The K to 12 Curriculum
Strengthened and continue to
pursue the following:
Provision of equal learning
opportunities for all learners to
facilitate active participation in
the teaching-learning process.
 Key Dimensions
 Learning Resources
Both teaching and learning
materials shall be developed and
produced at the school level and
shall be maximized to complement
those instructional materials
provided by the Department and
external partners/stakeholders.
 Key Dimensions
 Learning Resources
Quality assurance processes shall
ensure that learning resources
produced are free from any
discriminatory, contents are
appropriate to diverse learners,
and are sensitive to social and
cultural contexts.
 Key Dimensions
 Learning Resources
 The community as a learning
resource shall also be developed
and maximized;
 The Learning Resource Portal as
a repository of learning and
teaching resources shall be
utilized and maximized.
 Key Dimensions
 Learning Delivery
 The delivery of educational
programs and services should
be made flexible based on the
profile, needs, and context of
the learners.
 Key Dimensions
 Learning Delivery
 Schools are encouraged to
offer different educational
delivery programs that shall
serve as a menu of options
for different types of learners
to ensure that “no learner is
left behind”.
 Key Dimensions
 Learning Delivery
The school, serving as a “one-
stop shop” shall ensure the
following:
 Undertaking anticipatory and
proactive initiatives in a
coherent manner geared
towards gaining a better
understanding of the learners’
contexts and needs;
 Key Dimensions
 Learning Delivery
 Recognizing barriers to
inclusion and planning for
programs and services that
adheres to the principles of
universal design for learning;
 Key Dimensions
 Learning Delivery
 Developing school policies,
mechanisms, and strategies for
delivering equal and equitable
opportunities for diverse learners;
 Involvement of the learners as
primary stakeholders in identifying
and addressing learning gaps of
disadvantaged and marginalized
learners;
 Key Dimensions
 Learning Delivery
 Formulating appropriate and responsive
interventions for disadvantaged and
marginalized learners;
 Enhancing the teaching-learning processes
and continuously innovating teaching
strategies as appropriate to the learners
context while complying with standards;
and
 Regular assessment of initiatives actively
involving the learners and other
stakeholders as appropriate.
 Key Dimensions
 Educational Assessment
 The K to 12 curriculum and
curriculum contextualization
necessitates that learning
assessment be also inclusive
of the particularities of the
learners.
 Key Dimensions
 Educational Assessment
 Classroom assessment shall
be flexible through the use of
varied assessment strategies,
methods and
tools/ equipment.
 Key Dimensions
 Learning Environment
Inclusive learning environments are
designed to support and
complement the implementation
and delivery of an inclusive
curriculum. They should facilitate
learning, reinforce an effective
teaching-learning environment, and
adhere to existing policies that
protect the rights of the learner.
 Key Dimensions
 Learning Environment
The physical environment shall
consider the uniqueness of the
learners and how they learn in its
design. It shall ensure safety of
learners and accessibility of functional
support facilities such as, but not
limited to, water and sanitation
facilities, clinic, library, Guidance
Office, and Community Learning
Centers (CLCs).
 Key Dimensions
 Learning Environment
 The educational setting shall
promote harmonious
relationship, respect for
diversity and practice of
positive discipline among
learners, teachers, parents,
and administrators.
 Key Dimensions
Teacher Professional Development
 All teachers are primary
implementers of inclusive
education. As such, they shall
possess the proper values,
perspectives, attitudes, as well as
competencies that communicate
and reflect inclusion as they address
the educational needs of diverse
learners.
 Key Dimensions
Teacher Professional Development
 The competencies of teachers shall
be continuously enhanced so that
they can create an inclusive learning
environment that promotes inclusion
of all learners, and facilitate teaching
and learning processes that
addresses diverse learning styles and
needs.
 Key Dimensions
Teacher Professional Development
 DepEd shall collaborate with the
Commission on Higher
Education (CHED) through the
Teacher Education Council (TEC)
to ensure the integration of
Inclusive Education in all major
courses in the Teacher Education
Programs (TEP).
 Key Dimensions
Teacher Professional Development
 Participation of stakeholders,
especially those directly involved in
the teaching-learning process, shall
be encouraged. They shall likewise
be engaged through periodic
consultations to further strengthen
the implementation of Inclusive
Education.
 Key Dimensions
School Leadership and Management
 All schools shall be guided by the
perspective of Inclusive Education in
contextualizing and implementing the
K to 12 curriculum, and are
encouraged to implement inclusion
and interest programs as needed to
respond to the context of the learners
and the communities being served.
 Key Dimensions
School Leadership and Management
 All school heads shall be capacitated
to prepare and manage schools that
are ready to implement Inclusive
Education. School-based
Management (SBM) shall consider
and strengthen the implementation of
Inclusive Education, which shall be
duly reflected in the School
Improvement Plan (SIP).
 Key Dimensions
School Leadership and Management
 School heads shall facilitate the
provision of technical support
and actively engage the teaching
and non-teaching personnel in
an atmosphere of continuous
capacity building.
 Key Dimensions
School Leadership and Management
 School heads shall support the
development of research-based
instruction and school
management of Inclusive
Education. Practices and
innovations shall be properly
documented for sharing,
replication, and for continuous
improvement.
 Key Dimensions
Partnerships for IE
 The Department at all levels of
governance shall continuously
conduct intensive advocacy and
social mobilization on Inclusive
Education as a perspective,
policy, and practice.
 Key Dimensions
Partnerships for IE
 Continuous engagement with the
stakeholders/partners shall be
institutionalized in the planning,
implementation, monitoring and
evaluation of curricular and co-
curricular programs and activities to
ensure quality implementation of
Inclusive Education.
 Key Dimensions
Partnerships for IE
 External linkages and
partnerships must be expanded
and strengthened to ensure
proper coordination, resource
sharing, and sustainability of
Inclusive Education
implementation.
 Key Dimensions
Governance Support
 The Department shall adequately
consider the specific needs of
Inclusive Education in the planning
and programming of resources, such
as provision of program funds,
allocation of teacher items, resources
for adequate learning facilities and
equipment needed, and support to
professional development of
personnel.
 Key Dimensions
Governance Support
 The Department shall continuously
coordinate with LGUs to maximize the
utilization of the Special Education
Fund (SEF) and other available local
resources. The involvement of internal
and external stakeholders shall also
be encouraged to support the
implementation of inclusion
programs.
 Key Dimensions
M onitoring and Evaluation
 The Bureau of Learning Delivery
(BLD), in coordination with other
offices is responsible for
strengthening the curriculum
implementation support system, shall
conduct random and structured
monitoring on the implementation of
this policy in schools and learning
centers.
 Key Dimensions
M onitoring and Evaluation
 The Regional and Schools Division
Offices shall likewise conduct
monitoring and evaluation at the
division and school level, respectively.
The different units in the Regional
and Schools Division Offices shall
ensure that schools and programs are
inclusive in terms of curriculum and
its support systems.
 Key Dimensions
M onitoring and Evaluation
 The Regional and Schools Division
Offices shall likewise conduct
monitoring and evaluation at the
division and school level, respectively.
The different units in the Regional and
Schools Division Offices shall ensure
that schools and programs are
inclusive in terms of curriculum and its
support systems.
 THANK YOU
(MARAMING SALAMAT)